Using a word wall to affect the sight word recognition of below average kindergarten readers in a summer school setting

This collaborative capstone addressed the question: How does using a word wall affect the sight word recognition of below average kindergarten readers in a summer school setting? The literature supported a reading strategy that could support automatic word recognition in below average kindergarten readers. The researchers were inspired by the work of Patricia M. Cunningham, a leader in the literacy field and the creator of our word wall model. The study was conducted during summer school 2006. Thirty-six below average kindergarten readers participated in the study. Data was collected using Researcher-Generated Documents including: Teacher Word List, Student Word List, Student Assessment Sheet, and Weekly Assessment Totals. Overall students increased their automatic sight word recognition an average of 20% in the 16 days of the study