The Effects of Using Picture-Supported vs. Word-Only Sight Word Flashcards on the Students' Ability to Learn Sight Words

The purpose of this study was to examine the effects of using picture-supported vs. word-only sight word flashcards on the students' ability to learn sight words. Kindergarten students (n = 16) with a history of difficulty learning sight words received nine weeks of instruction on 38 Dolch Pre-Primer words with half the words accompanied by pictures. A pre-test revealed that students were significantly better at identifying words from the picture-supported list prior to the intervention. Consequently, it was decided to compare gain scores rather than directly comparing post-test scores. The students had significantly higher gain scores under the Picture Supported condition (Mean = 4.13, SD = 2.25) than under the Word Only condition (Mean = 3.06, SD = 2.89) [t(15) = 2.18, p = .045]. Implications and ideas for future research are discussed.