States that in the 1970s, sight words existed in a "topsy-turvy world" in which the variety of definitions was confusing. Suggests that readers recognize sight words as single, holistic units without segmenting and attending to letters one at a time, and without sounding out and blending letters sequentially. Explains the connection…

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

Lists a basic sight vocabulary of 96 irregularly spelled words which should be taught through visual memory techniques. (MKM)

Learning disabled (LD) children were taught sight words with mastery learning strategies, and a comparison group with methods that are typically used in teaching sight words. Results suggest that most LD children can reach mastery on sight words within a reasonable time framework if sound remedial principles are applied consistently. (Author/BW)

Short, sight-word vocabulary lists derived from the spontaneous speech of four different groups of children are compared with the vocabulary in six beginning reading series. Very high levels of agreement were found for function, but not for content, words. (JMF)

Lists 334 words that three frequently used word lists have in common. Of these, 137 are phonically consistent and can be taught using phonics while 197 should be taught by sight-word techniques. (TJ)

This booklet discusses a procedure to assist students experiencing difficulty in learning the "Dolch Basic Sight Vocabulary of 220 Words" and rearranges a list of 220 words to make it easier for students to learn. The procedure discussed in the booklet is based on the "word family" approach, in which words like "all call,…

Primary-aged students (N=5) with moderate mental retardation were taught to read environmental sight words and assessed for observational cross-learning of other students' words. Results indicate that the constant time delay method was effective in teaching sight words to four students and all students acquired some information targeted for other…

Reports a study of readers' use of context and letter sound as polysyllabic decoding strategies, and a study of the effect of intervention strategies on subjects who do not effectively use context. Concludes that intervention strategies do not improve the performances of students who are not good users of context. (RS)

TWO SETS OF MULTISENSORY DEVICES WERE USED TO DETERMINE WHETHER THEIR INDIVIDUALIZED USE WOULD HELP RETARDED READERS DEVELOP A BASIC SIGHT VOCABULARY. STUDENTS WHO HAD SPENT 9 OR 10 YEARS IN SCHOOL AND WHO WERE READING AT THE SECOND-READER INSTRUCTIONAL LEVEL WERE GIVEN THE DANIELS WORD RECOGNITION LIST, FORMS A AND B, AS PRETESTS AND POST-TESTS.…

This report describes a program for improving sight word recognition and the ability to improve reading skills. The targeted population consists of a kindergarten class and a primary self-contained special education class. The schools are located in a large metropolitan city. The problem of poor sight-word recognition was documented with student…

For journal availability, see EC 092 078. Described are specific suggestions for organizing sight words to be learned by educable mentally retarded pupils. (CL)

Controversies over the best way to teach word recognition in beginning reading instruction have raged for generations. The goal has been to acquire automatic skills for recoding written language into speech. At this time, a popular theory suggests that phonics is better than the look-and-say method; however the evidence does not support this…

Five moderately mentally retarded peer tutors (ages 9-11) were taught sight words using a time delay procedure, and then were taught to use this procedure to teach the words to six younger, moderately mentally retarded children (ages 6-9). Younger children learned all five sight words in one to four sessions. (Author/JW)