The effect of words their way on the word identification skills of second- grade students
Abstract
Over the course of a thirteen-week period, a quasi-experimental study was conducted in a
second-grade classroom at a private international school in South Korea, which was
considered an ESL setting. The purpose of the study was to determine the effectiveness
of the implementation of the word study program, Words Their Way, on student word
identification skills. Data were collected and analyzed in order to conclude whether the
program was effective in helping students to transfer their knowledge of word patterns
and features to their reading. Students received explicit, differentiated instruction in a
small group setting within their developmental spelling level. Word study routines were
established through which students were given a variety of opportunities to work with
and manipulate words in order to deepen their knowledge and understanding of their
orthographic features and patterns. Data collection included weekly oral pre-assessments
during which students read aloud the list of words they would be working with prior to
instruction, daily observations during explicit instruction and independent work, weekly
spelling assessments, and weekly analysis of running records. Statistical data analysis
indicated that Words Their Way supported consistent student growth in target word
identification skills between pre and post assessments.
Subject
Reading instruction
Literacy
Language arts