In What Ways Will Teaching Fluency Strategies Impact Student Acquisition of High Frequency Words?
Adam Fleischacker
Seminar Title
In What Ways Will Teaching Fluency Strategies Impact Student Acquisition of High Frequency Words?
Concept/Strategy
Focus of the Research
Fluency Strategies
Grade Level
Research Was Applied
2nd Grade
Relevant Grade Level
Connections
Elementary
Discipline
Where Research Was Applied
Special Education
Additional Discipline Areas
I see Application to
Reading
Invitation/Commercial
Your students work tirelessly to build their knowledge of letter names and letter sounds, they start blending these sounds to read words, they start thinking “I got this!” and then a word like ‘said’ comes along. Wait, doesn't ‘e’ say /e/ like elephant? Said is spelled ‘sed’ right? Ugh! High frequency words have always been one of the hardest parts of reading for my students to learn and one of the hardest parts for me to teach. For my research, I wanted to find new strategies and gain a better understanding on how to best teach high frequency words. I am a special education teacher that teaches reading exclusively to students kindergarten through 5th grade. The strategies I have implemented in my action research have increased students' high frequency word acquisition with my 2nd grade small group which has positively impacted all areas of their reading. Fluency, comprehension, and reflection are the themes you will find in my Action Research story and will be themes discussed in this seminar. I think these strategies could be useful for any general education elementary school teacher and any special education teacher that teaches reading.