A Case Study of the Use of English Sight Word Instruction in a Reading Remedial Program

• Main Authors: Shu-Yuan Hsueh, 薛淑元
• Other Authors: Ching-Ya Chiu
• Format: Others
• Language: en_US
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/26896915215223380107

碩士 === 康寧大學 === 應用外語研究所 === 101 === Reading is a necessary key to a successful academic performance life and to the society. However, many of low achieving students do not have the basic skills for achieving reading proficiency. A number of studies have shown that sight word learning can help students to achieve successful reading. Therefore, this study aimed to investigate whether the remedial program employed English sight word learning could improve low achieving students’ reading achievement and learning attitudes. Fourteen sixth-graders in a Tainan elementary school participated in this remedial program. They were randomly divided into two groups, the control group and the experimental group. Both groups attended regular English classes. The experimental group received an extra 16-week sight word instruction. Four instruments, including the teaching material, an English achievement test, teaching journals and interviews, were used to analyze the quantitative and qualitative data. The results showed that sight word instruction could significantly help the low achieving students improve their English reading achievement and attitudes toward English learning. The low achieving students also held positive attitudes toward this remedial program. Finally, pedagogical implications and the application of sight word instruction in English remedial programs are offered. Suggestions for further studies are provided at the end of the study.