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.