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Sight Words and

Word Recognition

Reyzen B. Dondiego
MAESL
SIGHT WORDS

The hallmark of skilled reading is the


ability to read individual words
accurately and quickly in isolation
as well as in text, referred to as
context free word reading skill
(Stanovich, 1980).
SIGHT WORDS

Being able to read words from memory


by sight is valuable because it allows
readers to focus their attention on
constructing the meaning of the text while
their eyes recognize individual words
automatically (Ehri, 2004).
SIGHT WORDS

Of particular importance in developing


early reading foundation skills is
the development of sight words
reading competencies (Meadan et
al. 2008).
SIGHT WORDS

Sight words are list of words that are (a) are


recognized without mediation or
phonetic analysis (Browder and Lalli) (b)
can be read from memory (c) include not
only high-frequency words but any word that
can be read from memory (Ehri)
SIGHT READING

Sight word reading is a


discreet , observable response
that is controlled by printed
stimulus (Browder and
DHuyvetters, 1988).
SIGHT READING

Sight word reading is not limited to


high-frequency or irregularly spelled
words, contrary to the beliefs of some, but
includes all words that readers can read
from memory (Ehri, 2004)
SIGHT READING

Reading by sight is learning to recognize


words and read them quickly without
decoding (Philips and Feng, 2012).
SIGHT READING

Students, who can retrieve words


effortlessly by sight, will be able to read
text easily, with more meaning and are
capable of learning many more new
words (Johnston (2000).
SIGHT READING

Sight word reading is not a strategy for


reading words, contrary to some views. Being
strategic involves choosing procedures to
optimize outcomes, such as figuring out
unfamiliar words by decoding (Gough, 1972)
or analogizing (Goswami, 1986, 1988) or
prediction (Goodman, 1970; Tunmer &
Chapman, 1998).
SIGHT READING

ON THE CONTRARY..

Sight word reading happens


automatically without the
influence of intention or choice.
SIGHT WORDS

DOLCH 220
LIST
FRY s 1000
INSTANT
WORDS
DOLCH 220 LIST

LOOK-SAY
METHOD

GUESS
Reading instruction should begin by teaching children to
memorize words based on their shapes (Dolch, 1941).
DOLCH 220 LIST

advocated teaching only sight


words in the first grade and
waiting until the second grade to
introduce phonics, if desired
(Dolch, 1941).
DOLCH 220 LIST

is
1.contained of 220 words which does not
include nouns, unless a word such as walk
can be used for different parts of speech.
Nouns cannot be of universal use because
each noun is tied to special subject matter.
-Dolch, 1936
DOLCH 220 LIST

2. first called tool


words (1936) later
became service words (1941)

3. readily available sorted by grade level


or frequency, although we found no
indication that Dolch himself categorized
his words by grade level or by frequency
DOLCH 220 LIST

DOLCH NOUN
LIST

if one can read all of those


words , one can read at a third
grade level
-Dolch, 1948
DOLCH 220 LIST
The words came from.
1. The vocabulary list from the Child
Study Committee of the International
Kindergarten Union (1928) which
listed 2,596 words found to be known
by children in spoken language
before entering Grade 1
DOLCH 220 LIST

2. The first 500 words on the Gate List


(1926), which listed 1500 words of use for
teaching Grades K-2
3. A list compiled by Wheeler and Howell
(1930) with 453 words found frequently in
ten primers and 10 first readers published
between 1922 and 1929
DOLCH 220 LIST

193 appear in all three lists that


Dolch consulted; 27 words are in
the first 510 words in the
International Kindergarten Union
and in the first 500 words on
Gates List
(Dolch, 1936)
Teaching Primary Reading,
1941
1. To the beginner knowing the words
means sight recognition . The
child looks at the word form, and the
word sound comes to his mind
without his knowing either how or why
Teaching Primary Reading,
1941

2. If the child has a stock of fifty


(sight) words he can read
anything which is made of these
fifty words or in which the strange
words can be guessed
Teaching Primary Reading,
1941

3. Work with phonics used to begin with


phonetic families , but we now see that such
work was an attempt go too fast. We
now start with sight words, and to help
the child recognize or guess a word we ask
him how it begins
FRYs 1000 INSTANT WORDS

Fry is widely known as on how to teach reading. On


his books The Reading Teachers Book of Lists
(Fry and Kress, 2006) and the Vocabulary
Teachers Book of Lists (Fry, 2004) are staples in
many elementary schools.

He also developed the Fry Readability


Graph, a widely used tool for assessing the
readability of texts, novels and other
reading materials.
FRYs 1000 INSTANT WORDS

He presents the words in set of five


as a reminder to only teach few
words at a time (Fry, 2000)

Teachers should teach phonics , but leaves


specifics as to how children and when
vague
(Fry, 1999)
FRYs 1000 INSTANT WORDS
.is
1.first published a list of instant words
in 1957. He revised the list in 1980
based on a more recent frequency
count.
2.Composed of all parts of speech
3.listed by frequency
How to Teach Reading, 1999

master a
2. Beginning readers need to
high-frequency vocabulary such
as the 600 Instant Words
FRYs 1000 INSTANT WORDS
The words came from.
The American Heritage Word Frequency
Book (Carol, Davies,and Richmond,
1971) it has 87,000 words. The American
Heritage words were compiled from 1,
045 texts representing reading
requirements and recommendations in
grades 3-9 in the United States.
How to Teach Reading, 1999

1. Beginning readers need to master a


basic sight vocabulary of common
words, for now we will define (beginning
reader) as any child or adult whose reading
ability ranges from none to upper third
grade
How to Teach Reading, 1999
3. An average student in an average school
situation learns most of the first 100 words
toward the end of the first year. The second
hundred words are added during the
second year. It is not until in the third year that
all 300 words are really mastered and used as
part of the students own reading
vocabulary
DOLCH vs FRY

1.The Dolch 100 List and the Fry


100 list have a combined total of
130 unique words
2.70 of 130 words are on both the
Dolch 100 and the Fry 100 List
DOLCH vs FRY
3. All words on the Dolch 100 List
appear on the Fry 1000 Instant Words
List
4. Only 9 words on the Fry 100 list are
not on the Dolch 220 List or the Dolch
Noun List . The 9 words unique to the
Fry 100 list are each,more, number,
other, part, people, than, way and word.
WAYS TO ASSESS SIGHT
WORD READING

1. Testing readers ability to read


irregularly spelled words under the
assumption that, if these are not
known, they will be decoded
phonically, resulting in errors.
WAYS TO ASSESS SIGHT
WORD READING
2. Giving students a sight word learning task in
which they practice reading a set of unfamiliar
words.
Readers are taught one of two phonetically equivalent
spellings (e.g., cake vs. caik) and then their memory for
the particular form taught is tested. Readers might be
asked to recall the spelling or to choose among
alternative spellings. Although the test is of spelling
rather than reading, the correlation between the two skills
is very high, supporting the validity of spelling as an
indicator.
WAYS TO ASSESS SIGHT
WORD READING

3. Assessing word reading speed. This


works because readers take less time to
read words by sight than to decode them or
read them by analogy. Reading words within
one second of seeing them is taken to
indicate sight word reading.
SIGHT WORDS
Speaking is a normal, genetically-
hardwired capability; reading is not. No
areas of the
brain are specialized for reading. In
fact, reading is probably the most
difficult task we ask the young brain to
undertake (Sousa, 2005).
SIGHT WORDS

The appropriate response to the


graphic features of the word might not be

acquired , or blocked (Hill, 1995).


SIGHT WORDS
Some children may require additional instruction that
is not tied directly to letter-sound manipulation or
phonics. In fact, for some students, the most effective
reading instructional tactic may be based on
techniques that are not exclusively dependent on the
alphabetic principle, but rather involve rote memory of
whole words coupled with context clues in order to
determine the meaning of new words. These non-
alphabetic-principle techniques, taken together, may
be thought of as sight-word instruction (Bender &
Larkin, 2003).
SIGHT WORDS

Teaching sight words to beginning


readers , less efficient learning occurs
when a new word to be learned is
accompanied by related pictures
(Samuel, 1967).
SIGHT WORDS

Words in Isolation VS in Sentences


(context) VS with Pictures
The investigators found out that context and
picture cues slowed acquisition of new word
(Singer, Samuel, Spiroff, 1973).
SIGHT WORDS

HOWEVER
When most young children are immersed in
interactions with technology every day that
present multi-modal learning opportunities
(large screen tv; computer programs available
in home setting s; play with electronic toys
and games) (Bowman and Beyer, 1994;
Jewitt, 2006; Loveless and Dore, 2002)
SIGHT WORDS

How children learn sight words is that


learning is enhanced when pictures are
paired with words to be learned (Goodman,
1965).
SIGHT WORDS
Pictures are introduced, not to supplant the
print but to provide one additional source of
information from which the beginner can
sample as he reads. Increasing the amount of
available information through the medium of
pictures is shown to have a strong facilitative
effect on word identification in context in a
smaller , though significant, facilitative effect
on world learning (Denberg, 1976-1977)
SIGHT WORDS
Samuels theory appears to be preferable as
a model for teaching non-readers of normal
ability. In comparing typical children to those
with Down Syndrome and reading
disabilities , sight vocabulary was observed
to be learned most efficiently by all
participants when the target word was
presented in isolation. (Hill,1995)
SIGHT WORDS

For young children identified as being


at risk teaching sight word recognition
may require explicit skill instruction on
the part of the education professionals
(Ehri, 2005; Lee and Vail, 2005; Stahl,
Mckena and Pagnucco, 1994)
WORD RECOGNITION

facilitation (faster
recognition)
or
interference (slower
recognition)
WORD RECOGNITION
Three processing clusters in the reading
process
1.Visual information processing (converting
print into linguistic information)
2. Cognitive processing (integrating segmental
information in text)
3.3. Metacognitive processing (relating the
textual information to prior knowledge) (Miller,
1988)
WORD RECOGNITION
Model #1: Word Shape
The general idea is that we see words as a
complete patterns rather than the sum of
letter parts. James Cattell (1886) was the
first psychologist to propose this as a model
of word recognition. Some claim that the
information used to recognize a word is the
pattern of ascending, descending, and
neutral characters.
WORD RECOGNITION
Model #2: Serial Letter Recognition
The shortest lived model of word recognition is that
words are read letter-by-letter serially from left to
right. Gough (1972) proposed this model because
it was easy to understand, and far more testable
than the word shape model of reading. In essence,
recognizing a word in the mental lexicon was
analogous to looking up a word in a dictionary. You
start off by finding the first letter, than the second,
and so on until you recognize the word.
WORD RECOGNITION
Model #3: Parallel Letter Recognition

This model says that the letters within a


word are recognized simultaneously,
and the letter information is used to
recognize the words.
Important Elements of Phonics
and Word Recognition Instruction
1. Print Awarenessawareness of the forms
and functions of printed language.
2. Alphabetic Knowledgeknowledge of the
shapes and names of letters of the
alphabet.
3. Phonological and Phonemic Awareness
awareness of and the ability to
manipulate the sounds of spoken English
words.
Important Elements of Phonics
and Word Recognition Instruction

4. The Alphabetic Principle


understanding that there is a systematic
relationship between the sounds of spoken
English and the letters and letter patterns of
written English.
5. Decodingunderstanding how to read
each letter or letter pattern in a word to
determine the words meaning.
Important Elements of Phonics
and Word Recognition Instruction
6. Irregular/High-Frequency Words
recognition of words that appear often in
printed English, but are not readily decodable
in the early stages of reading instruction.
7. Spelling and Writingunderstanding
how to translate sound-letter relationships
and spelling patterns into written
communication.
Important Elements of Phonics
and Word Recognition Instruction

8. Reading Practice with Decodable Texts


application of information about
soundletter relationships to the reading of
readily decodable texts.
9. Reading Fluencypractice in reading a
variety of texts so that reading becomes
easy, accurate, and expressive.
Guidelines for Addressing Word-
Identification Strategies
A beginning reading program should
include
1. Opportunities to practice word
recognition, including words with newly
introduced sound-letter relations or word
parts mixed with previously learned words.
Guidelines for Addressing Word-
Identification Strategies

2. Opportunities for children to learn to use


word order (syntax) and word meaning
(semantics) to confirm the words identified
through word-recognition strategies (Adams,
1998).
Guidelines for Addressing Word-
Identification Strategies

3. A limited set of sight words (some of


which are regularly spelled) in the beginning
stages of reading instruction.
4. Phonetically irregular words in a
reasonable order and review the words
cumulatively.
Guidelines for Addressing Word-
Identification Strategies

5. Phonetically irregular words in the written


materials the students read.
6. Opportunities for children not only to
decode words but also to access the words'
meanings.
Guidelines for Addressing Word-
Identification Strategies

7. Strategies for
identifying words with
more than one syllable.
References

Ehri, L. C. (2004). Development of Sight


Word Reading: Phases and Findings
Meadan, H. Stoner, J. B. Parette, H. P. (2008).
Guidelines for Examining Phonics & Word
Recognition. Fall 2008, Vol. 5, Num. 1
Texas Education Agency. (2002). Guidelines for
Examining Phonics & Word Recognition

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