Project Rationale
Over the past few years, as a three-member Kindergarten team, we have been sending a list of words home for parents to practice with their students. This list of high frequency words have tricky parts within the words and do not necessarily follow the decoding rules that students learn. We noticed that not all students were acquiring these high frequency words at the same rate. Based on the research related to the science of reading, we need to change our method of teaching these words to our students. Our grade level teachers will be implementing instructional strategies such as multisensory activities to help our kindergarten students acquire the words.
Project Context
This study was conducted at Alexander D. Henderson University School and Florida Atlantic University High School. The school is located in Boca Raton, Florida and is one of four Lab Schools in the state of Florida. A.D. Henderson and FAU High School has a direct connection to Florida Atlantic University.
This study included 39 kindergarten students whose ages ranged from five to six years old. There were 21 females and 18 males. Between the 39 participants, the demographics are as follows: 51% White, 23% Black, 21% Hispanic, and 5% Asian or Pacific Islander. These students previously attended preschool programs and have been enrolled in Kindergarten since the beginning of August.
Supportive Literature
Orthographic mapping (OM) is a key process in learning to read and involves forming connections between letters and sounds to bond word spellings, pronunciations, and meanings in memory. This technique allows readers to recognize familiar words by sight, the most efficient method of reading (Eisnor, 2022). OM requires phonemic awareness and knowledge of the alphabetic system, which serves as a mnemonic to help secure word spellings in memory (Ehri, 2014).
The development of sight word reading progresses through four phases: pre-alphabetic, partial, full, and consolidated alphabetic phases, each characterized by the type of alphabetic knowledge used (Ehri, 2014). For beginners, phonemic awareness and grapheme-phoneme knowledge are crucial. Teaching methods that include articulatory features of phonemes and letter-embedded picture mnemonics can facilitate OM (Ehri, 2014).
Studies show that alphabetic knowledge not only aids in learning new vocabulary but also improves memory for doubled letters in words. Visual spellings of words or imagined spellings can significantly enhance sound learning and word retention in memory (Gaskins et al., 1996). Experiments with first and second graders demonstrated that correct spellings seen or imagined during learning trials resulted in faster and more effective sound learning (Gaskins et al., 1996).
Moreover, research involving lower socioeconomic status minority students revealed that written spellings of words significantly improved memory for pronunciations and meanings compared to learning without spellings (Ehri, 2005). This indicates that orthographic knowledge enhances vocabulary learning and reduces reliance on phonological memory (Ehri, 2005).
Instructionally, it is beneficial for teachers to include written words in vocabulary lessons and encourage students to pronounce and understand spellings when encountering new words. This approach not only helps secure pronunciations and meanings in memory but also supports students in becoming better readers and spellers over time (Ehri, 2005).
In summary, orthographic mapping is a fundamental strategy in reading instruction that leverages the connections between letters, sounds, and meanings to improve reading efficiency, spelling memory, and vocabulary acquisition (Eisnor, 2022; Ehri, 2014; Gaskins et al., 1996; Ehri, 2005).
Research Methods
The research employed a mixed-methods approach to investigate the impact of various teaching methods and activities on the acquisition and retention of high frequency words among kindergarten students. Quantitative data was collected through pre- and post-assessments to measure students' proficiency in high frequency word recognition at various points throughout the year. In our school, we utilize custom-made lists of high frequency words aligned with our Kindergarten BEST Standards. These lists serve as the basis for assessing students throughout the academic year. Weekly, students are introduced to a set of 3 or 4 new words. The teaching process involved whole-class instruction in orthographic mapping. Following this, multisensory activities were implemented to provide students with opportunities to actively engage and practice these newly introduced words. These multisensory activities included sand, shaving cream, magnetic letters, and playdoh.
Additionally, qualitative data was gathered through classroom observations, student interviews, and teacher reflections to gain insights into the effectiveness of specific teaching methods and activities, as well as students' perceptions and experiences.
By employing a combination of quantitative and qualitative approaches, the research aimed to provide a comprehensive understanding of how multisensory activities impact the acquisition of high frequency words in kindergarten students.
Results
Our study aimed to investigate the impact of various teaching methods and activities on the acquisition and retention of high frequency words among learners, along with assessing any changes in engagement and motivation over time. Therefore, our research question was: What impact will multisensory activities have on kindergarten students’ acquisition of high frequency words?" The findings revealed that employing the method of orthographic mapping for teaching high frequency words had significant impacts on their acquisition, while multisensory activities proved effective in reinforcing this learning. For instance, one student remarked, "This word is tricky because the 'ai' in ‘said’ makes the /e/ sound and we have to add a heart on top so we remember it." Furthermore, there was a discernible increase in both engagement and motivation among learners to engage with and practice high frequency words, marking a positive shift from previous years' observations. These findings collectively suggest promising strategies for enhancing the acquisition and retention of high frequency words in educational settings.
Implications
Orthographic mapping is a crucial concept in the teaching of high-frequency words, with research supporting its significant impact on reading instruction. Studies have demonstrated that students who receive instruction emphasizing orthographic mapping exhibit marked improvements in reading and spelling high-frequency words. For instance, Ehri's research underscores the importance of orthographic mapping for developing sight word recognition, which is pivotal for reading fluency and comprehension.
Our findings affirm that incorporating orthographic mapping into high-frequency word instruction not only aligns with research but also fosters the development of proficient and fluent readers in our classroom when compared to alternative teaching methods. Educators should recognize that orthographic mapping emerged as the most beneficial approach in our research, reinforcing our commitment to the Science of Reading and providing ample opportunities for engaging, multisensory activities in our classroom.