The Effects of Detailed Visual Analysis of Words Using Magnetic Letters for Remedial Reading Students in the First Grade

Abstract

The purpose of this study was to determine if a detailed analysis of words using magnetic letters during instructional lessons with first grade remedial reading students would improve word recognition. The eight subjects were first grade males and females in the Chapter 1 Remedial Reading Program in a Western New York State suburban school district. The subjects received instruction introducing new vocabulary sight words. The lessons for the acquisition of these new words incorporated the use of magnetic letters for every other new word introduced. The subjects completed a pre-test to determine if the new word was known by the student prior to instruction. A post-test was also administered following instruction to ascertain the acquisition of the new word. This study shows an effective model for teachers to help students learn a technique and process for learning new words. It also helps in the design of effective lessons for the acquisition of new words for young readers. The results of this study showed no statistically significant word recognition improvement from lessons including a detailed analysis of the graphemes of words using magnetic letters.