A case study of how high-frequency words are taught by two excellent primary teachers

The study of how primary teachers can deliver effective word instruction to beginning readers is vital to understanding literacy learning. The purpose of this study was to examine how two excellent primary teachers teach high frequency words.; This study was guided by three research questions: (1) How do two excellent primary teachers teach high frequency words to students? (2) What pedagogical beliefs guide their instructional practices; and (3) How do these practices and beliefs compare with current research? Qualitative research techniques were used to investigate the practices and beliefs of these two teachers. Data collection procedures included classroom observations, interviews and examination of various artifacts.; The data was analyzed using a constant comparison method. Multiple sources of data were used to triangulate and insure the accuracy of the results. Data analysis revealed five themes that characterized the teachers' instruction: use of the environment, interaction that promotes independence, direct instruction, student application and ongoing assessment. Seven themes were related to the teachers' beliefs: combining reading with writing, using core vocabulary, using developmentally appropriate instruction, flexibility, teacher self-efficacy, research, and parent involvement. The two teachers' instructional practices and beliefs corresponded closely to current research.; It was found that although the two teachers used similar strategies to teach high frequency words, they differed in how that instruction was delivered. The teachers deliberately encouraged student independence as an ongoing part of their instruction. There was a strong connection between the teachers' pedagogical beliefs and their instructional practices. There was also a strong connection between teacher self-efficacy and high expectations for all students. These teachers were open to change, and used what they had learned from research to create literacy frameworks appropriate for their students. Parent involvement was an important aspect of literacy learning. The grounded theory derived from this study is that there are multiple effective ways to deliver research-based instruction of high frequency words and that a knowledgeable teacher is one who understands how to choose the most appropriate research-based instructional methods for the students in his or her classroom.