How explicit sight word instruction increases work recognition in a kindergarten classroom

Term

2014

Capstone

Thesis

Degree Name

MALED

Abstract

The research question addressed in this capstone is how can explicit sight word instruction increase word recognition in a kindergarten classroom? The motivating factor was my own personal struggle as a young learner in the area of sight word knowledge general vocabulary words. This capstone details the history of literacy, stages of development, definition of sight words, and a student's oral vocabulary. Specific sight word activities were both highlighted and others were teacher created these were used during the research portion. Some key people who influenced the work in this capstone were Dolch, Fry, Graves, Cunningham and Gansky. Through explicit instructional activities, student's sight word recognition knowledge was measured.

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