How will incorporating daily sight word fluency increase student reading fluency in a reading intervention class?

Seminar Title

How will incorporating daily sight word fluency increase student reading fluency in a reading intervention class?

Sight word fluency

Elementary

Elementary

Reading

Special Education

Do you have students that are constantly missing the same sight words each time they read a passage or a story aloud? Do you need new ideas or little tricks to help your students remember the words? I am excited to share some of my research with you on how to help students remember more sights words to help them increase their reading fluency. My students are driven more so by seeing their sight word rocket go up on the bulletin board then increasing their reading fluency. They are excited to learn new ways to remember the words and and be able to read easier but they love the motivation of “beating” other students on the bulletin board. My research is relevant to grades 1-5 as kindergarteners still need time to learn basic skill. Some of researched strategies could possibly be transferred to other disciplines such as science, math or social studies. The major concepts that emerged from my research were fluency, choice, comprehension, and recognition. If you are looking to discuss more ways to increase fluency and choice, then this is the session to join!

How will incorporating daily sight word fluency increase student reading fluency in my reading intervention class? The question guiding my research is as follows: How will incorporating daily sight word fluency increase student reading fluency in my reading intervention class? A review of the literature found several strategies that I could bring into the classroom to help build reading fluency for my students. Therefore, the targeted changes in my classroom for student practice include 1) daily sight word practice and 2) more student engagement. The strategies I want to implement for students would be differentiated instruction strategies and practice strategies. The way I would assess myself to see if there is a difference in our learning environment, student learning, and my teaching instruction will be 1) increase in sight word recognition and fluency 2) transfer of sight words to daily readings and weekly oral reading passages 3) increases in oral reading fluency and 4) their sight word rocket going higher on our bulletin board for students motivation to keep working hard on learning their sight words. My research has helped me learn that I can use visual cues, flashcards, daily practice, and student monitored sight word and oral reading fluency assessment successes. The number of sight words being learned and used more often in their reading has increased, therefore increasing oral reading fluency and reading comprehension. I found success in students being able to see their achievement in the number of sight words they have learned throughout the school year. Student reading success has improved their reading test scores and has moved some students out of my reading intervention group. However, I am finding the problem of being consistent with my groups as students are being moved in and out of my groups so I cannot continue tracking their success or sight word progress. I have also found that creating visual cues for every single sight word they are struggling with or the top ten they are struggling with is very time consuming as some students struggle with what picture to put on the card to help remind them of the word. As a result of student engagement and student sight word success, I will continue to implement daily sight word practice. Additionally, I will start implementing daily group sight word practice for my groups that now know their letters and sounds.