research
Introduction
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During the first few years of reading instruction it is extremely important for students to build a large sight word vocabulary. However, this goal is sometimes not reached by all students. Teachers need to emphasize the importance of sight word knowledge. There are several strategies and techniques that teachers could utilize in the classroom to help students learn and retain their sight words. Reading fluency is a primary element in the reading process and includes reading with speed, efficiency, word recognition, decoding, and comprehension (Jasmine & Schiesl, 2009). Therefore, the knowledge of sight words will increase reading fluency, which in turn should improve independent reading levels. The focus question for this study is as follows: Does the implementation of sight word strategies affect independent guided reading levels? Evidence for the problem is taken from my Kindergarten classroom, which includes reading assessments, interest surveys, sight word recognition assessments, etc. If my students are having difficulty reading their sight words, it will interfere with their reading skills.
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What are sight words?
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Sight words are words that are recognized without the use of decoding skills (Kurywczak, 2001). High frequency sight words are words that occur more times than other words in the spoken or written language. These words are then placed on a word wall in the classroom that is age appropriate for the students (Jasmine & Schiesl, 2009). As stated by Deborah Simmons (1992), “A lack of sight word vocabulary in beginning readers can contribute to a decrease in comprehension and motivation. Additionally, sight word vocabulary can assist young readers with finding a purpose for reading. Reading can become slow and discouraging without a knowledge of high frequency sight words” (Monroe & Staunton, 2001, p. 9). When readers are able to read sight words they are able to focus on the meaning of the text and comprehend what they are reading. However, if the reader is struggling to analyze each letter of a sight word instead of looking at the whole word, he/she will not be able to retain the word or what he/she is reading (Senia, A.J., 2010).
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