A Case Study of the Integration of Sight Word Instruction to Enhance Students’ English Reading


Reading proficiency has been thought of as a fundamental basis of other learning skills and subjects. Also, it plays an influential role on learns' confidence and motivation. However, it has been found many learners, especially EFL beginning learners, think reading is quite challenging. They think it is difficult to recognize words and comprehend the reading, and oral reading is not quite easy for them as well. On the other hand, studies have indicated that sight words are able to facilitate fluent and successful reading. Hence, this study aimed to explore the effects of integrating sight word instruction in an elementary English class to improve students' English reading. In this case study, one intact class of fifteen fourth graders in an elementary school in a rural area participated in a 16-week study, and they were further divided into low-achieving and high achieving groups. Five instruments were employed, including e-storybooks, an English achievement test, a questionnaire of responses to the sight word instruction, quizzes, and interviews with students. The results were shown as follows:(1) The implementation of sight word instruction significantly enhanced the participants' reading achievement, including word recognition and reading comprehension. The low-achieving group outperformed significantly in reading comprehension.(2) The implementation of sight word instruction improved the participants' oral reading fluency, including accuracy and speed. The high-achieving group had a significant enhancement in speed.(3) The participants also held positive responses to the use of sight word instruction. Finally, some pedagogical implications are offered.

Author Information
Chingya Chiu, Chang Jung Christian University, Taiwan
Fengcheng Chiang, University of Kang Ning, Taiwan
Shuting Ou, Xin-wen Elementary School, Taiwan

Paper Information
Conference: ACE2017
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)

This paper is part of the ACE2017 Conference Proceedings (View)
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Posted by James Alexander Gordon