![]() Learning to instantly recognise highly frequent words ( sight words) helps students to develop fluency in reading. Research suggests that in addition to being taught to decode, students should be explicitly taught to recognise common words, especially those with irregular spellings. Decoding skills are crucial for self-teaching, as they may be used to work out regular words (words with regular sound-spelling patterns, such as ‘stop’ and ‘flight’) however they are not as useful for learning the approximately 20% of English words with irregular spellings (words such as ‘who’ and ‘said’). Teaching methods that begin by teaching students letter-sound relationships (synthetic phonics methods) have been shown to be more effective than other approaches in teaching reading, regardless of whether students do or do not have reading difficulties. As children practice their words, you may wish to mark the cards that they know so you can track which words they need to focus on.The past several decades of research have provided conclusive evidence that competent readers are skilled in using letter-sound knowledge to work out ( decode) unfamiliar words when reading. Write the words on flashcards, punch a hole in each one, and attach them using a binder ring. To provide children with extra practice learning sight words, make them their own set of cards to use. When the deck is gone, the player with the most cards wins. When a player selects a card that says “Zoom,” he gets to take everyone’s cards. Another favorite game is “ Zoom ,” which is played using a deck of sight words along with a few cards that say “Zoom.” Children take turns picking up a card from the deck and reading their word. Create cards, similar to flashcards, which can be used to play various games, including Go Fish and Concentration or Memory. Consider teaching them sight word games to help with their learning and add some fun to the mix. When children are struggling with a task, their motivation to participate may dwindle. Like the way lyrics get stuck in our heads, children may be able to retrieve the spelling for sight words if they can relate it to a song or phrase you have taught them and practiced over time. Some children may respond well to songs or catchy phrases that help them memorize sight words. Consider having struggling readers work with the same text in your guided reading practice over more than one day. While one child may quickly recognize a new sight word after its introduction, another child may need many more experiences with the word before committing it to memory. ![]() When students experience difficulty learning sight words, it may be necessary to slow down the teaching pace. Using different modalities will help children recognize sight words in different contexts and avoid the simple memorization of words in a list, which may not transfer to other situations. They can create sight words using clay or write them in the sand, salt trays, or shaving cream. In addition to reading and paper and pencil activities, children can make words using playdough, magnetic letters, alphabet tiles, or letter stamps. Take advantage of multiple ways for children to work with sight words. For example, a child may be eager to read and write about her family members, such as “mom” or “dad.” A child who loves soccer may be motivated to learn words such as “like” and “play” to incorporate them into his writing. ![]() You may find that children achieve success quickly by learning words that hold personal significance for them. Ensuring their knowledge of one word is solid and introducing a similar word in later lessons may help decrease confusion. For example, children may stumble over words such as “like” and “love” or “here” and “there” because of their similarities. ![]() It’s important to take into consideration which sight words you are introducing and whether there is a higher opportunity for errors when teaching visually similar words. They may also need a review of words you thought they had mastered but have forgotten on a subsequent day. It’s also important to note that children will need multiple experiences with words in the early stages before they can recognize them automatically. Children can achieve much more success when they have solidified their knowledge of one or two words before being introduced to more. When teaching children sight words, it’s important not to overwhelm them with multiple new words at a time. ![]() Reading is a complex process that proficient readers can take for granted. ![]()
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