Teaching High Frequency Words (HFWs) To Early Learners

Abstract

Achievement in literacy is crucial to success in schooling. An ability to read is an essential skill for many jobs and fundamental to lifelong learning. International studies continue to show a large degree of disparity between high and low achieving readers in New Zealand. Given the significance of literacy, there needs to be a closing of the gap in literacy achievement. Fluency is generally recognised as a vital component of reading. Disfluency leads to little attention being placed on the processing and comprehension of a text as focus will primarily be on decoding individual words. A key element of fluency is automaticity, the ability to quickly recognise words in isolation. Being able to read words instantly is important to skilled reading. High frequency words (HFWs) repeatedly appear in books and other written or printed works. The frequency of these words means it is beneficial for early learners to be able to instantly identify them. This study examines the effectiveness of a HFW flashcard intervention on HFW acquisition for struggling early readers. Additionally, the impact increased HFW knowledge has on reading progression, fluency, and comprehension is investigated. This study was conducted using a small-scale pilot design with quantitative and qualitative elements. A quasi-experimental design was used to see if the HFW intervention was effective. Qualitative features examined the impact of the intervention on literacy growth and exploration of participants’ experiences. Study participants included selected students and their teachers from an Auckland primary school. The researcher and teachers collaborated to select students following initial profiling. The intervention was implemented for ten minutes a day over four weeks. Group One participated first whilst Group Two acted as a comparison group, Group Two subsequently took part in the intervention. Teachers implemented the sessions, and the intervention combined the ‘look/say’ method with constant time delay procedures. Results show the intervention was effective at increasing acquisition rates of HFWs to varying degrees. Progression in reading, fluency and, to some extent, comprehension was evident. Findings support early identification of struggling learners being critical due to the Matthew effect. This study highlighted that struggling early learners have diverse needs and it is essential teachers understand these needs and have instructional knowledge to meet those needs.