Title

Kindergarten Games to Support Words to Know Retention

Date of Award

Spring 5-11-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Renee Harmon

Keywords

sight words, vocabulary, reading, games, words to know

Abstract

ABSTRACT

Word to Know games help students learn new words through fun and engaging learning activities. The purpose of this study was to determine if playing Word to Know games would help increase students’ vocabulary. Twenty kindergarten students at a suburban elementary school in the Midwest participated in a Words to Know game five days a week for 10-15 minutes per day. These games encouraged students to read, spell, write, draw, sing, mingle, and move, as they made these important words part of their reading and writing vocabulary. The process consisted of teaching students how to play, then launching the game with the investigator in both large and small group settings. Data was collected through observations and pre-, post- assessments that included how well students were able to retain the Words to Know. After students completed the assessment, students were asked to self-identify their perceived level of knowledge of the Words to Know. Results found that playing Word to Know games increases students’ vocabulary.

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