Sight word learning and memory were studied to clarify how early during development readers process visual letter patterns that are not dictated by phonology, and whether their word learning is influenced by the legality of letter patterns. Forty kindergartners and first graders were taught to read 12 words containing either single consonants…

Presents the 500 words which appeared most frequently in an extensive sampling of third grade materials, drawn from the Word Frequency Book,'' and compares the list to other existing sight word lists. (AN)

Three hundred children from two metropolitan areas were studied for 1 year to determine (1) the relationship between letter-name knowledge and reading success, (2) the relationship between letter-name learning and phonic learning, and (3) the ease and efficiency of vowel identification. The study concluded that the sooner a child learns the letter…

Six mentally retarded students (12-22 years old) were taught to name sight words during token-exchange periods of a token-reinforcement system. Sequential teaching of new sets of sight words via a multiple-baseline design evaluated the procedure. Five of the 6 students acquired sight-word vocabularies. Data support the educational use of…

Argues that proponents of the sight method must reevaluate some of their advice to teachers in light of recent research. (RB)

Reviews the literature in the Educational Resources Information Center (ERIC) on whole word lists. (RB)

Analyzes four basal reading series to ascertain current usage of the words on the Dolch List. Reports that the listed words continue to be widely used and that the list remains a potent force in elementary school reading programs. (TJ)

Surveys how children develop their powers of word identification, and questions common assumptions about the utility of sight words. (TO)

The strategies used by children in word recognition are examined. A critical review of some of the classical research which has influenced current thinking about how words are recognized is presented along with a discussion of some of the errors which can be found in these studies. A five-stage model of how beginning readers learn to recognize…

First grade children were the subjects for this investigation which focused on the role of meaning in the learning of sight vocabulary. (HOD)