Argues that traditional sight word lists do not include many of the words young learners see on the computer screen. Presents a supplementary list that incorporates such words for computer-assisted instruction in the elementary school. (FL)

Reveals that games, especially active ones, can help teach sight vocabulary to Black first grade remedial readers. (FL)

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)

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)

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)

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)