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Sight words need to be explicitly taught. And students need repeated practice with sight words to build their sight words base. This is especially true for words with irregular spellings that students need to memorize.

I am volunteering with children whose primary language at home is not English. We are using the sight words but also would like to work with helping them make sentences with these words. Do you have any handouts which would help? Thank you, Margaret

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Take a look at the Research Bibliography section of our Sight Words Introduction page. We have listed several books and articles that have informed the development of our sight words teaching strategies.

Thank you so much for these resources. My 10 yr. old twins (Jalen and Jaden) are now able to recognize simple words and read them. With continuing practices every evening, I hope to introduce them to more words. Again, thank you!!

This question is for everyone. Is there another series of site words for third graders? I am looking for the next 1000 most frequently used words for a third grader. Thanks for any suggestions.

Charlton

Over time, proficient readers recognize nearly all words on sight. In their early days, though, readers must decode each word they encounter. They do this by using phonics techniques: sounding out letters, blends, and syllables. This is a slow and painstaking process at first, but it speeds up over time.

High frequency sight words (also known simply as sight words) are commonly used words that young children are encouraged to memorize as a whole by sight, so that they can automatically recognize these words in print without having to use any strategies to decode.[1] Sight words were introduced after whole language (a similar method) fell out of favor with the education establishment.[2]

The term sight words is often confused with sight vocabulary, which is defined as each person's own vocabulary that the person recognizes from memory without the need to decode for understanding.[3][1]

However, some researchers[who?] say that two of the most significant problems with sight words are: (1) memorizing sight words is labour intensive, requiring on average about 35 trials per word,[4] and (2) teachers who withhold phonics instruction and instead rely on teaching sight words are making it harder for children to "gain basic word-recognition skills" that are critically needed by the end of grade three and can be used over a lifetime of reading.[5]

Sight words account for a large percentage (up to 75%) of the words used in beginning children's print materials.[6][7] The advantage for children being able to recognize sight words automatically is that a beginning reader will be able to identify the majority of words in a beginning text before they even attempt to read it; therefore, allowing the child to concentrate on meaning and comprehension as they read without having to stop and decode every single word.[6] Advocates of whole-word instruction believe that being able to recognize a large number of sight words gives students a better start to learning to read.

Recognizing sight words automatically is said to be advantageous for beginning readers because many of these words have unusual spelling patterns, cannot be sounded out using basic phonics knowledge and cannot be represented using pictures.[8] For example, the word "was" does not follow a usual spelling pattern, as the middle letter "a" makes an /~/ sound and the final letter "s" makes a /z/ sound, nor can the word be associated with a picture clue since it denotes an abstract state (existence). Another example is the word "said". It breaks the phonetic rule that ai normally makes the long a sound, ay. In this word it makes the short e sound of eh.[9] The word "said" is pronounced as /s/ /e/ /d/. The word "has" also breaks the phonetic rule of s normally making the sss sound, in this word the s makes the z sound, /z/." The word is then pronounced /h/ /a/ /z/.[9]

However, a 2017 study in England compared teaching with phonics vs. teaching whole written words and concluded that phonics is more effective, saying "our findings suggest that interventions aiming to improve the accuracy of reading aloud and/or comprehension in the early stages of learning should focus on the systematicities present in print-to-sound relationships, rather than attempting to teach direct access to the meanings of whole written words".[10]

Most advocates of sight-words believe children should memorize the words. However, some educators say a more efficient method is to teach them by using an explicit phonics approach, perhaps by using a tool such as Elkonin boxes. As a result, the words form part of the students sight vocabulary, are readily accessible and aid in learning other words containing similar sounds.[11][12]

A number of sight word lists have been compiled and published; among the most popular are the Dolch sight words[18] (first published in 1936) and the 1000 Instant Word list prepared in 1979 by Edward Fry, professor of Education and Director of the Reading Center at Rutgers University and Loyola University in Los Angeles.[19][20][21][22] Many commercial products are also available. These lists have similar attributes, as they all aim to divide words into levels which are prioritized and introduced to children according to frequency of appearance in beginning readers' texts. Although many of the lists have overlapping content, the order of frequency of sight words varies and can be disputed, as they depend on contexts such as geographical location, empirical data, samples used, and year of publication.[23]

Research shows that the alphabetic principle is seen as "the primary driver" of development of all aspects of printed word recognition including phonic rules and sight vocabulary."[24] In addition, the use of sight words as a reading instructional strategy is not consistent with the dual route theory as it involves out-of-context memorization rather than the development of phonological skills.[25] Instead, it is suggested that children first learn to identify individual letter-sound correspondences before blending and segmenting letter combinations.[26][27]

Proponents of systematic phonics and synthetic phonics argue that children must first learn to associate the sounds of their language with the letter(s) that are used to represent them, and then to blends those sounds into words, and that children should never memorize words as visual designs.[28] Using sight words as a method of teaching reading in English is seen as being at odds with the alphabetic principle and treating English as though it was a logographic language (e.g. Chinese or Japanese).[29]

Some notable researchers have clearly stated their disapproval of whole language and whole-word teaching. In his 2009 book, Reading in the brain, French cognitive neuroscientist Stanislas Dehaene wrote, "cognitive psychology directly refutes any notion of teaching via a 'global' or 'whole language' method." He goes on to talk about "the myth of whole-word reading", saying it has been refuted by recent experiments. "We do not recognize a printed word through a holistic grasping of its contours, because our brain breaks it down into letters and graphemes."[30] Another cognitive neuroscientist, Mark Seidenberg, says that learning to sound-out atypical words such as have (/h/-/a/-/v/) helps the student to read other words such as had, has, having, hive, haven't, etc. because of the sounds they have in common.[31]

First of all I would Like to thank you for the website. I have a 4 1/2 year old daughter who is in Pre-k. I was trying to teach her sight words but she was uninterested and thought they are very boring. I had tried all sorts of things to make her learn sight words ex: using ipad, iphone, computer etc etc. but just printing a paper with simple word on it did the trick. She knows all her Pre-k 40 sight words and now has moved on to Kindergarten words. Just awesome.

We think kids should be taught to read with a foundation of phonemic awareness. Then with a combination of phonics and sight words. You need both. Phonics lets you decode new words. Sight Words gives you speed and helps you with phonetically irregular words. You need both.

Thank you for this sight word lists. I have been teaching primarily this year with phonics and have just used the sight word list as an evaluation tool. It has proven to be a valuable, handy assessment resource. Thank you for this wonderful site.

What a great resource!! I am a kindergarten teacher and my school district has just changed to DOLCH words. Can anyone tell me what order they should be taught in? Besides Pre-Primer first, then Primer? Should they be taught in order of frequency?

Blast from the Past: This entry was first posted on February 26, 2010 and was re-issued on February 2, 2019. When this blog entry first posted the only part that was controversial was thenumber of words recommended (since some of the publishers and consultants were promoting large numbers ofsight vocabulary and I was suggesting they were overdoing it). These days thedyslexia-focused advocates would likely fry me for supporting the idea ofteaching sight words directly (and not just as an outcome of phonics).Basically, sight words are words students can identify immediately with noevident sounding or mediation. If decoding is taught well and effectivelystudents eventually recognize almost all words as sight words. However, in thebeginning it is useful to teach students to recognize some high frequency words--even by memory.

Thanks for your letter. Research and experience tell me that sight word instruction is helpful to young children who are learning to read. However, the research is not terribly specific as to how many words should be taught or when so anything I say on that will have to come entirely from experience and the wisdom of others.

I would suggest a much more modest goal for the end of kindergarten (perhaps 20 words or so, with at least 10 of those being high frequency words). I think your teachers are frustrated not because they are teaching the wrong stuff, but because the standard is set too high to be practical. e24fc04721