An investigation into the selection and implementation of high frequency word instruction in Irish infant classrooms

Abstract

The main aim of this research project is to investigate the selection and implementation of high frequency word (HFW) instruction in Irish infant classrooms. It also aims to discover whether or not Irish infant teachers’ instructional approaches reflect current research. This research was done in the context of the interpretive paradigm. A qualitative research approach was adopted in the form of semi-structured interviews and documentary analysis in the form of photographs. From analysing the data, key themes emerged. Uncertainty existed amongst participants regarding HFW terminology and instruction. Another theme that emerged was that teachers use their own discretion and creativity for HFW instruction. The last theme in the findings is the participants’ interest in additional support. This research project discusses teachers’ reliance on published programmes and the extent to which Irish infant teachers’ HFW instructional approaches reflect current research. Findings suggest that language programmes should be rooted in research. They also recommend researchers and authors of language programmes use the term ‘sight word’ correctly to avoid confusion amongst teachers and thus, children. Findings also suggest the need for more initial teacher education (ITE) and continual professional development (CPD) regarding HFW selection and instruction. This research project concludes by stating that Irish infant teachers rely on published programmes for the selection and implementation of HFW instruction and that Irish infant teachers’ HFW instructional practice does not reflect current research