Over three quarters of the Dolch basic words may be taught by a word family approach. (MKM)

Spelling tricks for 35 sight words that can be used by learning disabled or regular classroom students are given. They include replacing silent or confusing letters with pictures to aid visual recall; locating a smaller, more familiar word in the longer word; and rhyming certain letter groups to related words. (VW)

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

Recognition and retention of high imagery nouns was significantly better than for low imagery nouns for both retarded and nonretarded Ss. Between-group differences were not observed except for delay recall. (Author)

Demonstrates that intensive direct instruction followed by practice can help slower students learn sight vocabulary. (FL)

Offers a teaching technique that modifies the cloze procedure into letter-cloze independent activities designed to aid children in learning difficult sight words. (FL)

Ss either saw the film twice, read the script twice, or read the script and saw the film with target words stressed by the teacher in all cases. Posttests indicated that Ss who both read the script and saw the film had the greatest increase in number of words recognized. (DB)

After examining how Dolch developed his list of 220 basic sight words and identifying major criticisms of this list, the author reports two studies undertaken to revise the Dolch list. Five advantages of the revised Dolch list over the original are identified and discussed. The revised list is included. (Editor/SJL)

There is a significant relation between the ability to spell words and an understanding of their meaning. (JD)

To succeed at reading, children must be able to identify or "read" printed words and understand the story or text composed of those words. For many children, increasing reading and school success will involve increasing oral language competence in the elementary years. Lack of appropriate vocabulary knowledge can result in academic failure. (SM)

Presents a basic definition of sight words. Provides a nine-item annotated bibliography of studies on sight words in different types of academic environments (published in ERIC from 1991-1993). (PA)

Recent research on developmental dyslexia has suggested a phonological core deficit hypothesis (e.g., Manis, Seidenberg, Doi, McBride-Chang, & Peterson, 1996; Stanovich, Siegel, & Gottardo, 1997) whereby pure cases of developmental phonological dyslexia (dysfunctional phonetic decoding processing but normal sight vocabulary processing) can exist,…