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dc.contributor.advisorSmith, Arthur
dc.contributor.authorKesler, Paul D.
dc.date.accessioned2021-09-07T21:43:21Z
dc.date.available2021-09-07T21:43:21Z
dc.date.issued2001-03-01
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5160
dc.description.abstractThe purpose of this study was to investigate the correlation between kindergarten sight word recognition and first grade reading ability. The subjects included 20 first graders in an urban school who had been in the researcher's kindergarten class. In kindergarten, the students were instructed in recognizing 135 sight words. The sight words were comprised from the Dolch List as well as words that were frequently used in the classroom. Their recognition of sight words varied from 10-135. The students were tested in December of first grade to determine their reading level. The data were analyzed quantitatively to determine the correlation between the number of sight words recognized in kindergarten and the subjects' reading ability in first grade. The results of the study showed a high correlation between sight word recognition in kindergarten and first grade reading ability. The results of this study indicate the value of learning sight words in kindergarten.
dc.subjectSight Word Recognition
dc.subjectReading Ability
dc.subjectReading Level
dc.subjectComprehension
dc.subjectDolch List
dc.titleAn Investigation of the Relationship between Sight Words Learned in Kindergarten and Reading Ability in First Grade
dc.typethesis
refterms.dateFOA2021-09-07T21:43:21Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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