ERIC Number: ED452567
Record Type: RIE
Publication Date: 2001-May
Improving Students' Word Analysis Skills by Implementing "Working with Words" from the Four Blocks of Literacy Program.
Velasco, Kelly; Zizak, Amanda
This report describes a program for improving word analysis skills in order to increase sight reading, reading accuracy, and fluency. The targeted population consisted of second and third graders in a suburban area close to a large metropolitan city in a Midwestern state. The problems of low word analysis skills were documented through Qualitative Reading Inventory-II running records, and teacher surveys. The following are some of the probable causes for low word analysis skills. First, there is a lack of consistency in phonics instruction in the primary grades. Next, some students come from low economic backgrounds. Also, many students have another language as their first language. Finally, some students may not receive early interventions to prevent problems with reading skills. After reviewing the solution strategies and analyzing the problem setting, it was determined to implement the block "Working with Words" from the "Four Blocks of Literacy" program. "Working with Words" includes lessons that are multisensory and multilevel. Multisensory teaching is when students learn in an auditory, visual, kinesthetically, and tactile way. Multilevel means that the lessons reach the different levels of the students in the classroom. It will be taught to second and third grade students daily during reading instruction. Post intervention data indicated an improvement in students' independent, instructional, and frustration reading levels. The students performed at a higher level on the posttests of high frequency words and leveled texts. Contains 55 references and 10 tables of data. Appendixes contain the teacher survey instrument, parent consent letters, high frequency words, and lists of "Making Words" lessons. (Author/RS)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development.