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INTRODUCTION
- S IGNIFICANT OF THE R ESEARCH
- C ONTEXT OF THE R ESEARCH
- O RIGINATION AND SUMMARIZE OF THE CHAPTERS
- K EY W ORD
As mentioned before, Sight word instructions are not given enough from different opinions. Additionally, there has been a lack of study conducted on sight word instruction in the context of the United Arab Emirates (UAE).
LITERATURE REVIEW
- I NTRODUCTION
- O PERATIONAL D EFINITIONS
- S ECOND L ANGUAGE A CQUISITION
- Errors and Misconception
- S IGHT W ORD I NSTRUCTION B ACKGROUND
- L ANGUAGE T EACHING A PPROACHES R ELATED TO S IGHT W ORD I NSTRUCTIONS
- Total Physical Response
- Presentation, Practice, and production
- Strategies in Teaching Sight Word Instructions
- T HEORETICAL F RAMEWORK FOR S IGHT W ORD I NSTRUCTIONS
- Cognitivism Theories
- Dual Coding Theory
- B LENDED L EARNING C ONTEXT
- S IGHT W ORD I NSTRUCTIONS A RGUMENT
- A DVANTAGES OF S IGHT W ORD I NSTRUCTIONS
- Shortcomings of Sight Word Instructions
During the implementation of sightword instructions, part of the syllabus was dropped during implementation. Railley (1988) suggested that skill-based syllabus was designed into the curriculum before sight-word instructions were implemented.
RESEARCH METHODOLOGY
I NTRODUCTION
The type of triangulation used is methodological triangulation, which involves the use of several data collection methods in the same study (Triangulation 2014). The purpose of this study is to investigate the effect of teaching sight words on the reading fluency of Year 2 students in a British Curriculum school in the United Arab Emirates (UAE) in a blended learning context. The Sight Word program ran throughout the 2020 to 2021 academic year, but the study focused on the first term of that academic year.
R ESEARCH QUESTIONS
To answer the research questions it is possible to follow a certain step; the formulation of the research question comes after determining the research topic. Since this study followed the mixed method research, the questions will start with what, how and why. Research question 4: Why do educators believe in the effects of using sight words?
P ARTICIPANTS
It usually depends on the type of research; some researchers believe that many participants the research involved very accurate the research is otherwise some researchers believe the opposite of this thought. Dworkin (2012) believed that the sample size used in quantitative research method is often larger than that used in the qualitative research. There were 8 students that the study was focused on (sample size, but the sight word program was constructed for Forty-seven year three students.
Some of the methods are; random sampling, systematic sampling, stratified sampling, cluster sampling, multistage sampling, convenience sampling, quota sampling and reference sampling. The sampling method that was used during data collection is convenience sampling. During the time of the pandemic and the current situation of the study, convenience sampling was the most appropriate sampling method option.
R ESEARCH C ONTEXT
D ATA C OLLECTION
- Questionnaire
- Semi-Structured Interviews
The questions affect the qualitative part of the research, as further clarification is not permitted. Since the mentioned study used the survey as another tool, the interview was necessary to get additional answers and reflections regarding the study. Cohen, Manion and Morrison (2000) identified the number of interviews distinctively as a function of the sources, some of the types mentioned are: structured, semi-structured, depth interviews, ethnographic interviews, elite interviews, life history interviews, focus groups and unstructured interviews.
The similar structured type was used to allow the sharing of more additional extensions that may benefit the study. The study used official artifacts or in other words documents to provide a comprehensive understanding of the research problem and to expand the data collected from valid sources. After obtaining permission from the parents and the school principal for participation in the study and the use of test data in the study, the collection of artifacts was applied.
D ATA A NALYSIS
The action research related artefacts show the comparison between their level before the sight word program and after. Since the present study is designed as action research, data analysis is very essential stage in the research. During inductive coding, codes are created by the researcher based on the data, while deductive coding relies on a codebook that the researcher has prepared prior to data analysis.
Inductive coding is better because it can record more information than is necessary for action research, compared to deductive coding, which may not contain the same ideas and may result in missing critical information. Govaert (2008) explained that there are many types of data analysis; cluster analysis, cluster analysis and regression analysis. Typically, numerical data can be generated using Microsoft Excel as it is a sufficient program for this.
E THICAL C ONSIDERATION
In accordance with privacy requirements, all results will be used for this study only.
V ALIDITY & R ELIABILITY
An example of validity in this research is through questionnaire. If the results accurately predict the later outcome of the questionnaire, the survey therefore has high criterion validity. Furthermore, to improve the validity of the research, some of the questionnaire questions used in this study were reviewed from previous studies to compare the validity of the study.
S UMMARY
I NTRODUCTION
T EACHERS ’ R ESPONSE TO THE QUESTIONNAIRE
On the other hand, a quarter of teachers think that all skills are equally important. None of the teachers claim to be familiar with or use the approach to grammar translation. 53% of teachers explained that sight word instruction is important because it supports fluency and efficiency.
11% of teachers mentioned that it supports pronunciation and blending, while 10% of teachers believe that sight words improve reading comprehension. 50% of teachers suggested that children at a young age have a stronger ability to remember, so they will make significant changes to support the child to learn quickly and develop. 25% of teachers believe that early reading intervention provides an opportunity to have a good foundation of the language skills that will support more the complex structure in their advanced stages of learning acquisition.
I NDUCTIVE CODING
- Quotations
- Extracted Theme
If the teacher teaches without revising the learned target word, the benefit of the target word instruction will be less. After the introductory question, participants gave a general response about the effects of the target word instructions. Teacher 1: “Sight words help promote reading comprehension; Sight words provide clues to the context of the text.
Since the students know about fifty percent of the vocabulary, they will be able to read more fluently and confidently. Because the participants did not mention the effects of vision on overall reading skills, they were asked the following question: "How do words affect students' reading skills?". Sight words help promote reading comprehension; Sight words provide clues to the context of the text.”.
S UMMARY
The findings of this study will be reviewed in the next chapter in comparison to the current studies that were highlighted in the literature review chapter.
DISCUSSION
I NTRODUCTION
- Questionnaire Discussion
- Reading Skills
- Student Reading’s confident
- Sight Word shortcomings
- Reading Comprehension
- Spelling Skills
- Speaking Fluency
To answer research question three: To what extent do educators believe in the effects of sight word teaching. In the questionnaire, it seems that most of the participants believe in the positive effect of the sight word instructions in language acquisition. The follow-up question relates to research question four: Why do educators believe in the effects of using target word instruction.
53% of the teachers' quotes were themed under sight word instructions for reading fluency and efficiency. The participants' teachers believe that sight-word instructions improve reading skills, especially in the early stages of reading development. As sight word instructions are captured in language lessons, writing improvement will occur automatically.
M IXED M ETHOD A NALYSIS D ATA
Students can achieve automatization of sight words in reading mode by specifically learning sight words in writing mode. Through the result of the questionnaire, it appears that the instruction of the first words mainly affects the reading skills since many students will be familiar with many vocabulary words; therefore students will improve their reading skills. The second action research question asked: How many students improved their reading skills after implementing sight word instruction.
The third action research question asked: To what extent do educators believe in the effects of visual verbal instructions. The fourth question of the action research was: Why do educators believe in the effects of using verbal instructions. Educators seem to believe in the effects of sight word instruction because of the many positive outcomes of using sight word instruction.
L IMITATIONS OF THE S TUDY
In addition, the action research design used the mixed method and implemented three data collection instruments, the questionnaire has closed and open questions, semi-structured interviews and students' official documents (student artifacts), these tools will address the action research questions. There were eight students on whom the study was focused. The results from the quantitative and qualitative data that were discovered; firstly, worded instructions seem to improve students' reading skills, secondly, worded instructions seem to increase students' confidence, thirdly, worded instructions may be effective if there were other useful languages of instruction that implemented, and finally, some of the primary teachers believe in the power of sight word instructions.
I MPLICATIONS FOR F URTHER R ESEARCH
S UMMARY
2014) Using 'Total Physical Response' with young learners in Oman. 2013) "Sight Word Literacy: A Functional-Based Approach for Identification and Comprehension of Individual Words and Connected Text," Education and Training in Autism and Developmental Disabilities, 48(3), pp. Effects of community-based, videotape and flash card instruction of community referenced sight words in students with mental retardation. 2011) “A Comparison of Two Flash Card Methods for Improving Sight Word Reading,” Journal of Applied Behavior Analysis, 44(4), pp.
2016) “How Fuzzy-Trace Theory Predicts True and False Memories for Words, Sentences, and Stories,” Journal of Applied Research in Memory and Cognition, 5(1), pp. 2001) "Alternative Approaches and Methods", in Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press (Cambridge Language Teaching Library), p. 2006) Reliability and validity in research. 1996) "The relevance of Vygotsky's 'zone of proximal development' theory to the assessment of children with intellectual disability". Journal of Intellectual Disability Research, 40(2), pp. 2013) Imagery and text: a dual coding theory of reading and writing.
