Enhancing Sight-Word Fluency of Second-Language Elementary Students through Reading Racetracks

Abstract

The purpose of this single-case analysis was to determine the effects of a reading racetrack intervention on the sight-word fluency of five struggling third and fourth graders. All participants were enrolled in a German elementary school but grew up speaking a different tongue. A multiple baseline design across subjects was applied. During the course of the intervention, four out of five children showed significant improvements in their ability to quickly recognize common German sight words. The increase in performance of one student was a little less distinct than in the cases of the other four but still remarkable. Limitations of this study and the practical implications of employing reading racetracks are discussed.