Methods for Sight Word Recognition in Kindergarten: Traditional Flashcard Method vs. Multisensory Approach

Autor/inn/en	Phillips, William E.; Feng, Jay
Titel	Methods for Sight Word Recognition in Kindergarten: Traditional Flashcard Method vs. Multisensory Approach
Quelle	(2012), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Instructional Effectiveness; Action Research; Instructional Materials; Teaching Methods; Word Recognition; Visual Aids; Multisensory Learning; Sight Vocabulary; Pretests Posttests; Kindergarten; Young Children; Priming; Mnemonics; Visual Stimuli; Auditory Stimuli; Tactual Perception; Spelling; Freehand Drawing; Color; Comparative Analysis + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Projektforschung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Worterkennung; Anschauungsmaterial; Sensorische Stimulation; Frühe Kindheit; Mnemotechnik; Auditive Stimulation; Taktile Wahrnehmung; Schreibweise; Drawing; Zeichnen; Colour; Farbbezeichnung; Farbe
Abstract	A quasi-experimental action research with a pretest-posttest same subject design was implemented to determine if there is a different effect of the flash card method and the multisensory approach on kindergarteners' achievement in sight word recognition, and which method is more effective if there is any difference. Instrumentation for pretest and posttest were the Dolch sight word pre-primer and primer list. Ten words were selected from a collective list of unknown Dolch sight words. There five unknown Dolch sight words used for the flash card method for a total of two weeks, and there were five additional unknown Dolch sight words used for the multisensory approach for a total of two weeks. A posttest was administered to collect data on learned Dolch sight words after the two weeks of instruction was complete for both types of instruction. The flash card method involved flashing Dolch sight words to participants, discussing the word, and using it in a sentence, while repeating the process until words were read correctly by participants. The multisensory approach consisted of using visuals, kinesthetic-tactile movements, and auditory and mnemonic skills. This included using Dolch sight words in contextual form, writing, sky writing, spelling, and drawing, while using textured surfaces and the color red to signify the Dolch sight word. A paired t-test was conducted for comparing the effect of traditional flashcard method and the multisensory approach on kindergarteners' sight word recognition. The results showed significant gains in Dolch sight word acquisition in favor of the multisensory approach. (Contains 13 figures.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10