The Effect of Sight Word Recognition on the Fluency of First Grade Bilingual Students

Publication Year:
2014

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Repository URL:
https://digitalcommons.stritch.edu/etd/389
Author(s):
Garcia, Mayra L.
Tags:
Education; Reading (Elementary)--Whole-word method; Vocabulary--Study and teaching; Bilingualism
artifact description
The purpose of the study was to see how sight word recognition affected the reading fluency of 1st grade bilingual students. The research question was “What is the effect of sight word recognition on increasing English Reading fluency in a bilingual first grade classroom?” During the four-week study the students learned a different strategy every week that helped them increase their sight word recognition and in turn their fluency. The hypothesis was that as students increased their sight word recognition through word wall structured reading centers and explicit instruction on pacing, phrasing, smoothness, expression and volume they would increase their reading fluency. The findings showed that the four-week intervention helped to increase students’ sight word recognition and reading fluency.