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,…

The purpose of this study was to find the most effective method for teaching sight vocabulary to kindergarten children. The sample was selected from a surburban community which ranked above average with regard to education, income, and occupations as compared to the rest of the state and nation. One hundred and twenty white kindergarten children…

Seven junior high age TMR students were instructed to recognize sight vocabulary words using handwriting or typing activities. Typing speed increased at an accelerated rate and accuracy in copying words by typing was consistently superior to copying by handwriting: typing activities were as effective as handwriting activities in promoting sight…

Reviews research suggesting that there is no one method that is best for teaching sight words to every child. (FL)

Investigates the relation between phonological awareness, sound-to-letter mapping knowledge, and printed word learning in novice five-year-old readers. Explores effects of visual memory and of teaching methods. Finds mental representations of printed words are more easily formed by beginners who are able to match at least some of the phonological…

Constructivism refers to a collection of educational practices that are student-focused, meaning-based, process-oriented, interactive, and responsive to student personal interests and needs. In contrast, instructionism refers to a collection of educational practices that are teacher-focused, skill-based, product-oriented, non-interactive, and…

Uses a naturalistic setting to explore the effects of word-recognition instruction by a context method and a word-alone method to find out if mode of assessment plays a part in determining efficiency of methods. (HOD)

A progressive time-delay and a trial-and-error strategy were compared in teaching sight word acquisition to two children with severe behavior disorders. Observational learning was also studied. Results found direct and observed instruction both effective, and progressive time delay somewhat more effective than trial and error. (Author/PB)

Four elementary-level students with moderate mental retardation were taught to read sight words using a progressive time-delay procedure. All students acquired their target words and at least 50 percent of the incidental and observational words and definitions to which they were exposed. (Author/PB)

Evaluated was sequencing as a visual ability often deficient in dyslexic children through comparison of two methods of teaching reading with two third grade classes of girls. (DB)

The teaching of survival and protection words is an emphasized part of the curriculum for the 14- to 18-year-old, trainable mentally retarded adolescents at University Hospital School. (GW)

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

First part of a continued article. (DD)