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ERIC Number: ED553547
Record Type: Non-Journal
Publication Date: 2013
Pages: 119
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-8103-3
ISSN: N/A
The Relationship between Using the Scrambled Words Reading Strategy and the Vocabulary of Struggling Readers
Ward Bowens, Saundra
ProQuest LLC, Ed.D. Dissertation, Walden University
About 1 million children encounter reading problems during the first 3 years in school. Numerous teaching methods and various strategies are employed to teach children how to read. Reading provides the foundation for all school-based learning. When one of these foundation skills is missing or deficient, the child may have difficulty learning to read. The purpose of this repeated measures quantitative study was to explore whether using the scrambled words reading strategy helped struggling readers improve their sight word vocabulary. The theoretical basis was the constructivist theory. The research question compared vocabulary pretest and posttest scores using the easyCBM Word Reading Fluency measures test. Criteria for participant selection included struggling readers from primary grades falling below the 25th percentile on the Measures of Academic Progress test. A paired samples t test was used to compare the means of 12 pretest and posttest scores before and after using the reading strategy. There was a significant difference between pretest mean scores ( M = 24.2500, SD = 17.49351) and posttest mean scores (M = 28.4167, SD = 20.45153); t (11) = 3.633, p = 0.004. The results suggest that using the scrambled words reading strategy may result in increased sight word vocabulary for struggling readers in the primary grades. Teaching reading through different strategies and methods of instruction may result in positive social change by helping struggling readers become literate by the end of 3rd grade, therefore decreasing their chances of dropping out of school before they receive their high school diploma. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A