A study on Sight Words teaching strategies and learning website: fifth grade students as example

• Main Authors: Jenny Wu, 吳麗玲
• Other Authors: 劉遠楨
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/67079709546838545839

碩士 === 國立臺北教育大學 === 教育傳播與科技研究所 === 96 === This research aims to discuss the influence of sight words instruction on elementary school students’ English words recognition, spelling, and literal comprehension. The researcher compares and contrasts the effects of three types of sight word teaching strategies. This research is based on pre-test and post-test experiment design. The subjects in this research were ninety-six fifth graders of an elementary school in Taipei County. Look and Say Approach was conducted among the control group. While Look and Say Approach and Instruction on Learning Vocabulary Through Reading were conducted among the first team of experimental group, Sight Words Learning Website on the Internet was conducted among the second team of experimental group. The instruction lasted for eight weeks, two class periods per week with a total of 640 minutes. The learning content focused on 220 words of Dolch Words. Before the instruction, students of these three groups took three types of tests on word spelling, word recognition, and word meaning. After the instruction, these students took the same tests. The research has the following findings. First of all, compared to the control group, there was a significant difference on the grades of the post-test among the first and second team of the experimental group. However, there was no significant difference on the grades on the post-test between the first and second team of the experimental group. On the other hand, compared to the grades on the pre-test, there was a significant difference on the grades of the post-test among these three groups. The results reveal that these three types of sight word instruction improve elementary school students’ English words recognition, spelling, and literal comprehension. The effects of integration of Look and Say Approach and Instruction on Learning Vocabulary Through Reading on elementary school students’ sight word learning are significant.