Implications of a Sight Word Intervention for Deaf Students.

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ID: 98433
2020
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Abstract
The effectiveness of a sight word intervention designed for Deaf students was investigated. Thirty students, grades 1-7, in an urban school for the Deaf received an 8-month intervention. A pretest/posttest design using a teacher-designed instrument, the Cumulative Bedrock Literacy Sight Word Assessment, and the Test of Silent Word Reading Fluency (Mather, Hammill, Allen, & Roberts, 2004) assessed increases in the number of sight words students could identify and the rate at which they could identify them. Paired-samples and independent-samples t tests and Pearson product-moment correlations were used to analyze data. Results indicated a significant increase in the number of sight words participants could identify postintervention. Also, younger students increased their sight word vocabularies at a faster rate than older students. No significant differences based on home language or gender were found. The authors make suggestions for further research and program application.
Reference Key
falk2020implicationsamerican Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Falk, Jodi L;Di Perri, Kristin Anderson;Howerton-Fox, Amanda;Jezik, Carly;
Journal american annals of the deaf
Year 2020
DOI
10.1353/aad.2020.0005
URL
Keywords
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