How does sight word fluency affect reading fluency by the end of first grade?
Kari Wiersgalla
Seminar Title
How does sight word fluency affect reading fluency by the end of first grade?
Concept/Strategy
Focus of the Research
student choice, motivation, relationships, organization
Grade Level
Research Was Applied
1st Grade
Relevant Grade Level
Connections
1st Grade
Discipline
Where Research Was Applied
Reading
Additional Discipline Areas
I see Application to
Reading
Invitation/Commercial
“Why don’t my learners know their sight words?” Is this something you wonder frequently? Then this is the session for you! You will learn about suggested research strategies geared to improve sight word fluency. Listen to ways this teacher revamped learner classroom word work to create an environment that fosters learners creativity and curiosity with sight words as the focus. Reading is the goal in this first grade classroom find out if using these research based strategies created positive results!
Abstract
The question guiding my research is: How does sight word fluency affect reading fluency by the end of first grade. A review of the literature revealed several strategies that could help me bring about the changes I hope to see for my learners. As a result of my literature review, areas I targeted for change in my practice included skill development for my students developing both peer and adult relationships, intrinsic and external motivation to learn and practice their sight words. Student choice in how and what they will use to practice their words to increase fluency. The skill development for myself focused on implementing sight word folders for students to practice their sight words. Increase students choices for word work and sending home words lists for our theme. Assessment of the ways these changes make a difference in the learning environment, student learning, and my ability to keep records of student learning are as follows 1)sight word drills with students every other day 2) daily observations on students choice for word work and how focused they are when working on their words. 3) students self assessment on how often they practice their words and how many they know at the end of each reading theme. Through my research I have learned how to implement student choice to foster learner development and sight word fluency. Student motivation can be both intrinsic and external based on what the child is exposed to in their early years. I have noticed that students are more engaged in their word work and excited to practice their sight words daily. My learners that are showing the least amount of growth are also the learners that are struggling in other areas as well. As a result of my ongoing research I have discovered that my learners love to use the hands on word work choices to practice their sight words. I look forward to seeing how their reading fluency increases by the end of their first grade year.