Improving Word Recognition Among First Grade Students

A balanced, systematic, instructional reading program was designed to increase word recognition in beginning readers. The targeted population consisted of first graders in an upper middle class community located in the Chicago suburbs. The lack of word recognition was documented through assessments revealing students ' phonemic awareness, reading fluency, and print awareness. Analysis of probable cause data revealed that first grade students typically lack the skills and strategies necessary for word recognition and reading. The data also revealed that phonemic awareness, reading readiness, print awareness, and parental involvement are critical factors in beginning reading instruction. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of four major categories of intervention: assessment and review of phonemic awareness to insure reading readiness; a balanced, beginning reading instructional program; instructional focus o