Master's Thesis (Open Access)
Master of Arts (M.A.)
With the growing number of English Language Learners (ELLs) in the United States, increasing early literacy in students who come from non-dominant language homes and from socioeconomically disadvantaged backgrounds is becoming increasingly important. Lowering the language demands of home-based activities is an opportunity to improve reading skills in kindergarten students, especially in ELLs. This quasi-experimental quantitative study used a pretest/posttest design to investigate the benefits of assigning homework based solely on 25 high-frequency words. The control group (n = 13) received traditional weekly reading homework packets and the treatment group (n = 13) received weekly high-frequency word packets with five flashcards per week. Independent samples t-tests and paired t-tests were conducted to determine the difference in student achievement scores. The results suggest the use of high-frequency word homework packets did not significantly affect student achievement in reading. Implications include that merely lowering the language demands of the home-based activities is not sufficient in increasing family involvement in kindergarteners’ reading.
Meyer, Katie Marie, "Lowering Language Demands: How High-Frequency Word Homework Activities Affect Kindergarten Word Recognition" (2017). Capstone Projects and Master's Theses. 136.