Fourteen students (ages 7-9) with reading difficulties were taught to create word-picture links for those words they find particularly difficult to recognize quickly. Students consistently learned more words when using the word association method. (DB)

This study, involving a total of 36 preschool children, found that children recalled more sight words on object labels after introduction to the labels and daily repetition, compared to 2 other techniques. Children attending five days per week recalled more words than three-day and two-day students. (Author/JDD)

Effects of constant time delay in teaching sight word reading to four disabled preschoolers were evaluated. The method was reliably implemented in a group setting, effectively taught all targeted stimuli in near-errorless fashion, promoted observational learning across students, and resulted in greater expressive labeling and receptive…

An adapted alternating treatments design was used to compare the effects of two interventions using different intertrial intervals on sight-word mastery rates among three elementary students with behavioral disorders and learning deficits. Results found both interventions to be equally effective in increasing sight-word reading accuracy.…

The Ekwall Reading Inventory is a set of reading passages ranging in difficulty from preprimer through ninth-grade level and contains instruments for assessing students' knowledge of letters, phonics, basic sight words, vowel rules and syllable principles, and contractions. The reading passages are designed to measure students' oral and silent…

Describes a six-step technique that capitalizes on children's experiences and interests while providing structure and redundancy within a creative framework to maximize sight word acquisition. (FL)

Describes two word-recognition activities and a cross-age tutoring program that have proven successful in developing poor readers' sight vocabulary. (MKM)

Discusses advantages--and a few disadvantages--of using social sight words (such as "sale,""stop," and "exit") in introducing young children to reading; suggests learning activities involving such words. (GT)

Suggestions from eight contributors include the following: how to use pattern books with beginning readers, how to develop a locally relevant basic sight word list, how to use learning styles in individualizing instruction, and how to personalize handouts. (FL)

This practical guide to teaching reading offers activities to teach reading readiness and mathematics. It also discusses the reasons for reading to children, teaching phonics, and using the basal reader. The section on reading readiness focuses on the importance of such skills, and specific reading readiness skills such as visual discrimination,…

Six contributors suggest ways to (1) improve handwriting, (2) help children choose reading materials, (3) develop sight vocabulary, (4) use phonics with ESL learners, (5) use Uninterrupted Sustained Silent Reading, and (6) teach reading comprehension. (FL)

Discusses large corpus and pedagogical word lists. Develops two word lists based on 80 compositions of second-, fifth-, eighth-, and eleventh-grade students from a metropolitan school district in western United States. Compares both favorably to the Dolch list. Notes remaining need to investigate vocabulary of individual beginning reading texts.…

Summarizes five studies: (1) new sight words for computer-using children; (2) immediate rewards for correct answers with computer assisted instruction; (3) importance of parental attitude and experience to student achievement with computers; (4) Logo and adolescent females' mathematics achievement; and (5) competition versus cooperation for male…

This methodology for teaching basic meal preparation skills to students with mental retardation uses convenience foods and involves learning meal preparation reading vocabulary and common procedures. Instructional techniques include sight word development, use of rebus symbols, and graduated prompts (verbal, modeling, or physical guidance). A list…