The use of signed English in sight word instruction with elementary English language learners





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The purpose of this study is to determine whether or not Signed English is an effective strategy for the teaching and learning of high frequency sight words for elementary English language learners (ELLs). Using the instructional framework put forth by Carney, Cioffi & Raymond, this pre-experimental research study utilized pre- and posttests to measure the acquisition of 23 high frequency words taught to six 2nd grade English language learners over a six week period. An additional week of more conventional sight word instruction was also conducted to compare the rate of acquisition of words learned through the Signed English strategy with the number of words students learned using more traditional types of instruction. The results indicate that the use of Signed English seems to be an effective and engaging strategy for sight word learning for English language learners.

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