Date of Award/Publication


Document Type


Degree Name

MS in Literacy Education



First Supervisor

Gloria Jacobs


Abstract Similar to comprehension and fluency, word identification skills are crucial in a student’s acquisition of literacy skills. This research paper investigates a method used to promote word identification skills in middle school students reading at an emergent level. Existing research suggests that methods used with struggling readers must focus on filling in the gaps that have developed over the course of their emergent years. For the purpose of this study, the methods used for acquiring word identification skills were taken from Bear & Invernizzi’s (2008) Words their Way . These activities were implemented over the course of seven sessions in conjunction with the direct-instruction model. My research demonstrated that struggling readers at the middle school level require the continuation of word identification strategies in order to become better readers.

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