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Direct linkMiles, Katharine Pace; Rubin, Gregory B.; Gonzalez-Frey, Selenid – Reading Teacher, 2018
The purpose of this article is to rethink how sight words are categorized in early childhood classrooms. Three categories of words (regularly spelled, temporarily irregularly spelled, and permanently irregularly spelled) are presented as a way to think about the orthographic representations of words and how these representations interact with…
Descriptors: Sight Method, Reading Instruction, Sight Vocabulary, Early Childhood Education
Peer reviewedDickerson, Dolores Pawley – Reading Teacher, 1982
Reveals that games, especially active ones, can help teach sight vocabulary to Black first grade remedial readers. (FL)
Descriptors: Black Youth, Educational Games, Grade 1, Primary Education
Peer reviewedGuthrie, Frances M.; Cunningham, Patricia M. – Reading Teacher, 1982
Reports that teaching educable mentally handicapped children to compare unknown words to words they already have in their sight vocabularies seems to improve their reading abilities. (FL)
Descriptors: Decoding (Reading), Elementary Education, Mild Mental Retardation, Reading Difficulties
Peer reviewedReading Teacher, 1982
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)
Descriptors: Beginning Reading, Childrens Literature, Cognitive Style, College Students
Peer reviewedBridge, Connie A.; And Others – Reading Teacher, 1983
Reports on a study with slow first-grade readers showing that sight words are better learned in the context of repetitive "predictable" books and language experience approach charts than from stilted preprimers. Argues that the process meshes with the basal program. (FL)
Descriptors: Academic Aptitude, Basal Reading, Beginning Reading, Context Clues
