Effectiveness of Words Their Way(TM) as an instructional intervention tool for building reading comprehension in English language learners through word study

Abstract

Meeting the ever-changing and diverse needs of students in today's classroom is essential to a teacher. No Child Left Behind Act has brought to the forefront the large discrepancies amongst the subgroups of today's students (No Child Left Behind [NCLB], 2002). Knowing this, the best-practice approaches in reading have needed to evolve in order to ensure success for all students. This study addressed the word development needs of early Elementary English Language Learners and the impact on reading comprehension through the use of the Words Their Way(TM) program. The results of this study revealed positive growth both in reading levels and word development. Results were measured through the Words Their Way(TM) Primary Spelling Inventory (Helman, Bear, Invernizzi, Templeton & Johnston, 2012) and The Developmental Reading Assessment(R) - 2nd edition (Pearson Educational Publishing, 2013) administered over three benchmarking periods throughout one school year. Additional research utilizing a larger sample size would further validate the findings of this action research study.