In comparison, the Dolch words have not been updated since they were first introduced. What originally began as a list of 1000 words (Fry, 1957) was condensed to a list of 300 words (Fry, 1980) and, most recently, reintroduced as a modified list of 1000 words (Fry, 2000). First, Fry’s list has been revised several times. Fry’s list differs from Dolch’s (1936) in a few key ways. Dolch cautioned that his list of words did not include all the sight words children might need to learn in the elementary grades, but the words represented the minimum that children should be able to read automatically.Īnother popular list of sight words is Edward Fry’s (2000) 1000 Instant Words. The final Dolch list excluded all nouns, which are concrete and easily referenced in illustrations, and included an additional 27 words not found on the three lists mentioned above. Wheeler and Howell’s (1930) list of 453 words most frequently used in beginning readers published from 1922 to 1929.The Gates (1926) list of vocabulary for primary grade children.The Child Study Committee of the International Kindergarten Union’s (1928) list of 2,596 words.To be included on the list, a word had to appear on all three popular word lists of the early 1900s: Commonly referred to as the Dolch words, this list was developed as an alternative to longer sight word lists of 500 or more words. One of the most popular lists is Edward Dolch’s (1936) list of 220 basic sight words. Several research-based lists of sight words are available for teachers to use when planning instruction or for families to use when working with their children at home. These are irregular words and because they cannot be identified, they must be recognized automatically. The other type of sight words cannot be decoded because they do not follow the typical letter-sound correspondences (e.g., “have,” “there,” “of”). Moreover, these words can provide a student access to connected text in advance of learning the phonics principles otherwise necessary for decoding them (Ehri, 2014). These high frequency words can be read by sounding them out, but they appear so often in text that learning to read them on sight will increase children’s reading fluency (Joseph, Nation, & Liversedge, 2013). The first type includes decodable words that frequently occur in printed English (e.g., “and,” “like,” “get”). Learning certain kinds of sight words enables children to devote their energy to decoding words that are more difficult. Words that can be recognized this way by a reader are known as sight words. Although not a substitute for the critical skill of being able to decode unfamiliar words (referred to as word identification), recognizing some words automatically, or on sight, contributes to reading effortlessly and with understanding (McArthur et al., 2015). Word recognition plays an important role in learning to read. Web Resources for Families and Educators.Professional Learning and Technical Assistance Services.Using Text Structures to Understand and Summarize Text Module.Understanding and Observing the Literacy Skills Associated With Dyslexia Module.Teaching Students to Map Phonemes to Graphemes Module.Small-Group, Skills-Based Instruction Module.Effective Vocabulary Instruction After Reading: Frayer Model Module.Implementing Literacy Programs & Initiatives.
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