This research study used a single subject multi-element design with alternating treatments research design to examine the effectiveness of two strategies for teaching new sight words to students performing below grade level in sight word recognition and to determine student preferences for each condition Five first grade participants were selected to receive sight word instruction via a modified rote memorization methodology called Incremental Rehearsal (mIR) and a games-based instruction model using the game “Memory”. Pre- and post-assessment data revealed that both methods were effective for teaching sight words. Additionally, no patterns were found concerning the participants’ preferences for either of the sight word learning methods.","abstract_html":"The implementation and selection of sight word instruction in classrooms has changed throughout the years, as educators seek to find the most effective and student-friendly ways to teach sight word recognition. Students’ ability to automatically and accurately read sight words plays a key role in the areas of fluency and comprehension. Many teachers use a rote memorization method to teach these words; however, rote memorization is not the only way to provide effective sight word instruction. The use of games-based instruction for educational purposes in the classroom is an area of interest amongst both educators and researchers. Yet, research concerning rote memorization and games-based methods for sight word instruction is a scantly explored field of study. <p>This research study used a single subject multi-element design with alternating treatments research design to examine the effectiveness of two strategies for teaching new sight words to students performing below grade level in sight word recognition and to determine student preferences for each condition Five first grade participants were selected to receive sight word instruction via a modified rote memorization methodology called Incremental Rehearsal (mIR) and a games-based instruction model using the game “Memory”. Pre- and post-assessment data revealed that both methods were effective for teaching sight words. Additionally, no patterns were found concerning the participants’ preferences for either of the sight word learning methods.","abstract_has_math":false,"creators":["Weakland , Natalie Lynn"],"institution":"Bowling Green State University","degree_name":"Master of Education (MEd)","degree_level":"masters","degree_discipline":"Reading","degree_department":null,"school":null,"contributors":["Soboleski, Penny"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-05-03","date_published":"2013-05-03","updated_at":"2026-07-24T03:36:39Z","subjects":["Education","flash cards","Incremental Rehearsal","games","sight words","preference","motivation"],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363276838","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Soboleski, Penny"]},{"key":"dc:creator","label":"Author","values":["Weakland , Natalie Lynn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2013-05-03"]},{"key":"dc:publisher","label":"Institution","values":["Bowling Green State University / OhioLINK"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education (MEd)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Bowling Green State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","flash cards","Incremental Rehearsal","games","sight words","preference","motivation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363276838"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The implementation and selection of sight word instruction in classrooms has changed throughout the years, as educators seek to find the most effective and student-friendly ways to teach sight word recognition. Students’ ability to automatically and accurately read sight words plays a key role in the areas of fluency and comprehension. Many teachers use a rote memorization method to teach these words; however, rote memorization is not the only way to provide effective sight word instruction. The use of games-based instruction for educational purposes in the classroom is an area of interest amongst both educators and researchers. Yet, research concerning rote memorization and games-based methods for sight word instruction is a scantly explored field of study.
This research study used a single subject multi-element design with alternating treatments research design to examine the effectiveness of two strategies for teaching new sight words to students performing below grade level in sight word recognition and to determine student preferences for each condition Five first grade participants were selected to receive sight word instruction via a modified rote memorization methodology called Incremental Rehearsal (mIR) and a games-based instruction model using the game “Memory”. Pre- and post-assessment data revealed that both methods were effective for teaching sight words. Additionally, no patterns were found concerning the participants’ preferences for either of the sight word learning methods."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf","p.90","597.1 KB"]},{"key":"dc:title","label":"Title","values":["Implementation of Educational Games-based Instruction for Improving Sight Word Recognition"]}]}],"canonical_facts":{"dc:contributor":["Soboleski, Penny"],"dc:creator":["Weakland , Natalie Lynn"],"dc:date":["2013-05-03"],"dc:description":["The implementation and selection of sight word instruction in classrooms has changed throughout the years, as educators seek to find the most effective and student-friendly ways to teach sight word recognition. Students’ ability to automatically and accurately read sight words plays a key role in the areas of fluency and comprehension. Many teachers use a rote memorization method to teach these words; however, rote memorization is not the only way to provide effective sight word instruction. The use of games-based instruction for educational purposes in the classroom is an area of interest amongst both educators and researchers. Yet, research concerning rote memorization and games-based methods for sight word instruction is a scantly explored field of study.
This research study used a single subject multi-element design with alternating treatments research design to examine the effectiveness of two strategies for teaching new sight words to students performing below grade level in sight word recognition and to determine student preferences for each condition Five first grade participants were selected to receive sight word instruction via a modified rote memorization methodology called Incremental Rehearsal (mIR) and a games-based instruction model using the game “Memory”. Pre- and post-assessment data revealed that both methods were effective for teaching sight words. Additionally, no patterns were found concerning the participants’ preferences for either of the sight word learning methods."],"dc:format":["application/pdf","p.90","597.1 KB"],"dc:identifier":["http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363276838"],"dc:language":["English"],"dc:publisher":["Bowling Green State University / OhioLINK"],"dc:rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."],"dc:subject":["Education","flash cards","Incremental Rehearsal","games","sight words","preference","motivation"],"dc:title":["Implementation of Educational Games-based Instruction for Improving Sight Word Recognition"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Reading"],"thesis:degree_level":["masters"],"thesis:degree_name":["Master of Education (MEd)"],"thesis:institution_name":["Bowling Green State University"]},"updated_at":"2026-07-24T03:36:39Z"}