High-frequency word High-frequency word learning among ELL learning among ELL

students students

By Allison MilamBy Allison Milam

Background & Case Study Background & Case Study DescriptionDescription

BackgroundBackground Reading intervention programs have been shown to be effective in Reading intervention programs have been shown to be effective in

promoting word knowledge among both ELL and non-ELL students (e.g. promoting word knowledge among both ELL and non-ELL students (e.g. Adams, Bliss, Skinner, 2006; August et al., 2004). Adams, Bliss, Skinner, 2006; August et al., 2004).

Studies have shown that saying words aloud is helpful in learning and Studies have shown that saying words aloud is helpful in learning and retaining knowledge of those words (Dozier, Iwata, Johnson, Neidert, retaining knowledge of those words (Dozier, Iwata, Johnson, Neidert, Thomason, 2005). Thomason, 2005).

SMART Boards have been shown to be an effective tool for teaching sight SMART Boards have been shown to be an effective tool for teaching sight words to students in small groups (Mechling, Gast, & Krupa, 2007).words to students in small groups (Mechling, Gast, & Krupa, 2007).

Incorporation of familiar information with new sight words aids in learning Incorporation of familiar information with new sight words aids in learning and performance (Browder, Shear, 1996). and performance (Browder, Shear, 1996).

Case StudyCase Study This action research project was conducted in a first grade class with an This action research project was conducted in a first grade class with an

ELL student, N, who was below grade-level in reading. ELL student, N, who was below grade-level in reading.

Research QuestionResearch Question

How will daily, one-on-one literacy How will daily, one-on-one literacy instruction using technology affect an instruction using technology affect an ELL student’s ability to recognize and ELL student’s ability to recognize and read high-frequency words?read high-frequency words?

MethodologyMethodology

Baseline data collected to determine N’s Baseline data collected to determine N’s knowledge of a list of 20 high-frequency words knowledge of a list of 20 high-frequency words (through reading and writing)(through reading and writing)

Two-Week Intervention: One-on-one work on Two-Week Intervention: One-on-one work on learning high-frequency words through the use learning high-frequency words through the use of online literacy games on the computerof online literacy games on the computer

Data collected through journal of notes, Data collected through journal of notes, student’s writing samples, and performance in student’s writing samples, and performance in computer activities with high-frequency wordscomputer activities with high-frequency words

Post-test: performance on final computer activity Post-test: performance on final computer activity and writing samplesand writing samples

Results Results

Word Recognition

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2/24/09 2/28/09 3/4/09 3/8/09 3/12/09 3/16/09 3/20/09 3/24/09

Date

Per

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orr

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Improvement in high-Improvement in high-frequency word frequency word recognitionrecognition

Increased confidence Increased confidence Increased risk-taking Increased risk-taking

in writing (using more in writing (using more complex works and complex works and ideas)ideas)

Conclusion & ReflectionsConclusion & Reflections

One-on-one instruction with high-One-on-one instruction with high-frequency words using the computer frequency words using the computer seemed to help an ELL student with seemed to help an ELL student with recognition of high-frequency wordsrecognition of high-frequency words

This experience also seemed to This experience also seemed to contribute to the student’s confidence as contribute to the student’s confidence as a learner and risk-taking in writing. a learner and risk-taking in writing.