The Effects of the Use of a Word Wall to Teach High Frequency Words upon the Oral Reading Fluency Ability in Students in Grade 5 with Learning Disabilities

Abstract

It has been found that only 30 percent of fourth grade students in the United States read at a basic level. This is a startling statistic considering how often reading is needed on a given day for basic daily activities. This action research project investigated the use of a word wall to teach high-frequency words to students in fifth grade with learning disabilities and its affects upon oral reading fluency. Students' oral reading fluency was measured using the Dynamic Indicator of Basic Early Literacy Skills (DIBELS) materials. The specific instrument to be used was the Oral Reading Fluency (ORF) measure in which students read aloud short passages during a one minute time period. During this time students' mistakes were noted and an ORF score computed in words correct per minute (WPM). The study used an A-B-A-B, single subject design over an eight-week time period. During the A-phases of the study, instruction methods were consistent with curriculum prescribed by the school district. During the B-phases of the study, a word wall with instruction of five high-frequency words per week was added to the A-phase instructional activities. ORF probes were taken three to five times weekly. Of the four participants, three increased their ORF scores over the eight-week study.