Effects of word wall and go fish strategies on sight word reading skills in second-grade students: a single-group quasi-experimental study
Abstract
This study investigates the effects of word wall and Go Fish strategies on the sight word reading skills of second-grade students in a primary school located in Bahir Dar City, Ethiopia. Utilizing a single-group quasi-experimental design, a sample of 50 second-grade students was selected through purposive sampling within an intact classroom. The effectiveness of the interventions was assessed using a pre-test-post-test design, with the pre-test administered prior to the intervention and both the post-test and qualitative data collected subsequently. Results indicated that the implementation of word wall and Go Fish strategies significantly enhanced students' sight word performance, as determined by a paired samples t-test. Additionally, qualitative findings revealed improvements in students' reading speed, engagement, interest, fluency, motivation, and self-confidence. These findings suggest that integrating word wall and Go Fish strategies can effectively foster sight word performance, engagement, motivation, and self-confidence, heightened curiosity, and cooperation. Recommendations for educators teaching second-grade students include the adoption of supplementary sight word reading strategies, such as bingo, whole word, and reading rocket techniques, as well as the creation of a reading-rich environment to provide students with ample opportunities to practice sight word reading.
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