Research Proposal and Annotated Bibliography only
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Research Proposal and Annotated Bibliography
The focus of this research is to understand that there are various strategies that can improve student comprehension. During whole group instructional reading, the researcher will help students understand the meaning of sight words by using flashcards that have a picture as part of the word. This will give students a chance to visually see the word with a visual picture of the meaning. They will also learn a sentence and an action that goes with each word. Then over time the picture card will be replaced with just the word card. The researcher will keep track of each word taught and at the end of each week assess each student on their knowledge. Another researcher in another class will teach the same words with just basic flashcards and assess in the same way so that there are two sets of data to show the outcome of basic and picture cards. (Creswell, 2013)
Fraher, C., Jones, K., Caniglia, C., Crowell, G., Hastings, K., & Zumwalt, K. (2019). Effectiveness of direct instruction flashcards on sight word identification for a high school student with a specific learning disability. Insights into learning disabilities, 16(1), 37–44.
The main aim of this study was to evaluate the effects of a Direct Instruction flashcard system on enhancing the sight word identification of a tenth-grade student with a learning disability. The effectiveness of this intervention was a changing criterion single-subject design. The outcomes showed considerable advantages for the student, there was an improvement in both accuracy and automaticity of sight word reading. The paper concludes with a comprehensive analysis of the findings and provides valuable perspectives on potential avenues for future research endeavors. This research was limited to just one grade which shows an understanding of a need to research younger grades. The methodology of
the research was quantitative as they created data sheets and tracked student knowledge from week to week. Rawlins, A., & Invernizzi, M. (2019). Reconceptualizing sight words: building an early reading vocabulary. reading teacher, 72(6), 711–719. https://doi-org.lopes.idm.oclc.org/10.1002/trtr.1789
The Strategic Incremental Rehearsal (SIR) intervention is a modified version of Incremental Rehearsal, to demonstrate how effective the flashcard technique of using sight words to help children struggling with reading. This was to address the gaps baselines; this study adopted a multiple baseline design across participants to examine the impact of SIR with a modified criterion for removal on sight word reading in three third-grade participants who have a specific learning disability in reading and are receiving special education services. The results showed that sight word reading significantly improved the participants after it was introduced, compared to were they started. The total intervention time was 16 to 48 minutes with a 5-
week check. The participants correctly read about 21 out of 25 words, which showed that SIR with modifications hold promise as an effective intervention for learning sight words for students with learning disabilities in reading. The methodology of the research was quantitative as they created data sheets and tracked student knowledge from week to week.
Miles, K. P., Rubin, G. B., & Gonzalez, frey, S. (2018). Rethinking sight words. reading teacher, 71(6), 715–
726. https://doi-org.lopes.idm.oclc.org/10.1002/trtr.1658
The study of rethinking the categories of sight words which they placed into these areas, regularly spelled, temporarily irregularly spelled, and permanently irregularly spelled. To help understand how
orthographic representations of words interact with students' grapheme–phoneme knowledge. Five kindergarten students took part in mapping training on ten regularly spelled sight words over eight sessions, each lasting ten minutes. The results showed an improvement in reading all target words. These initial findings suggest that using the categorization scheme based on student knowledge, along with direct and explicit instruction previously taught as whole units, may serve as an efficient and effective instructional approach for solidifying regularly spelled sight words in memory. The methodology
of the research was quantitative as they created data sheets and tracked student knowledge over each session and only using ten words. Taylor, C. N., Aguilar, L., Burns, M. K., Preast, J. L., & Warmbold-Brann, K. (2018). Reliability and relationship to retention of assessing an acquisition rate for sight words with kindergarten students. Journal of Psychoeducational Assessment, 36(8), 798–807. https://doi-org.lopes.idm.oclc.org/10.1177/0734282917707144
Teaching children too many words in a single lesson can impact their ability to retain each of the new words. This study investigates the reliability of assessing acquisition rate for sight words in kindergarten students. A total of 32 kindergarten students from across two elementary schools participated in the study. AR was
measured a couple of times over a 2-week period, and 1-day to measure the first AR. The results showed
a strong correlation was found between AR and the number of words retained after 1 day. This study was
done to show sight word learning in grades other than first, third and fifth. This study showed the limitations and considerations for the construct being assessed. The methodology of the research was quantitative as they created data of student knowledge over two weeks as well as being measured after one day. Strauss, A. M., & Bipath, K. (2020). Expanding Vocabulary and Sight Word Growth through Guided Play in
a Pre-Primary Classroom. South African Journal of Childhood Education, 10(1).
This study focused on how pre-primary teachers incorporate directed play into learning. Play serves as a valuable way that young children to acquire language skills. The aim of this study was to explore how guided play benefits incidental reading and enhances vocabulary growth in a Chinese Grade K classroom using an action research approach.
Data collection involved various methods, such as classroom observations, document analysis, informal discussions, and focus group discussions. This study covers many areas, however only sight words are needed for this paper. The evidence gathered recommends integrating playful learning strategies into the English Second Language (ESL) curriculum for teachers. This integration aims to prepare teachers to promote effective literacy teaching through guided play in pre-primary classrooms. The methodology of the research was quantitative as they created data sheets and tracked student knowledge over each session and only using ten words.
Research questions that reflect the gaps in research come from finding that no research could be found with peer reviews to support the finds of using Pictures to support sight word learning. So the three question needing to be answered are: 1. Do pictures help students to learn the meaning of sight words. 2. Do students remember the words by having a picture to place in their mind to help with memory? 3. Can students learn more words with pictures than without.
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