Using Reading Interventions to Promote Kindergarten Students’ Mastery of Sight Words
Date of Award
Winter 12-20-2018
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Ximena Suarez-Sousa
Keywords
sight words, interventions, collaboration, kindergarten, reading
Abstract
The purpose of this research is to determine whether reading interventions effectively increase the sight word knowledge of kindergarten students by increasing their scores on the sight word assessment. The study is structured around daily small group interventions. Students will participate in the aimeswebPlus assessment at the beginning of the study and sight word assessments throughout the study. The assessments will provide insight as to the effectiveness of these reading interventions. This study looks at the difference between using a “Bang Game” with sight words similar to flash cards and a slide show incorporating the sight words. Through careful analysis of the sight word assessment results, both interventions proved to have a positive impact on sight word knowledge. When looking at the beginning of the study, the participants did not know all of the sight words. By the end of the 8 week intervention, all of the participants knew all fifteen of their sight words. 100% of the students in the intervention groups improved their performance level.
Recommended Citation
Hasbargen, Lisa and Arness, Carrie Jo, "Using Reading Interventions to Promote Kindergarten Students’ Mastery of Sight Words" (2018). Dissertations, Theses, and Projects. 108.
https://red.mnstate.edu/thesis/108