Why Educate Sight Words?

Sight word instruction involves rote recall skills of non-decodable high frequency words (outlaw words), word families (rimes), and customary Greek, Latin, and British affixes (sight syllables). Although the majority of the rimes and sight syllables are decodable, their high frequency in text makes rote recall skills desirable. The aim is studying automaticity.

Sight word instruction isn’t a replacement for explicit, systematic phoneme awareness and phonics instruction. The “Look-Say” studying method isn’t an efficient nor effective studying methodology.

Exactly why is sight word instruction important?

Because older students have a far more advanced vocabulary and bank of sight words compared to more youthful students, you should draw upon these strengths to enhance studying ability. It wouldn’t be advised to “begin with scratch” with remedial readers. Teachers should not narrow instruction to exclusively remediate phonemic awareness and phonics deficits. Remedial students should rapidly “complete the gaps” as shown by sight word diagnostic assessments through concentrated practice. The teacher should educate to those deficits concurrently along with other program components.

How about we some students be aware of sight words and just how performs this affect their studying?

Some students have auditory processing, visual processing, or language processing problems which hinder rote recall skills of sight words. Lack of ability to discriminate between speech sounds (phonemes) might have avoided full-grown phonemic awareness. Students might have difficulty in identifying the symbols or using the spatial arrangement of letters in words. Others might have problems connecting the alphabetic symbols to meaning.

Since phonemic awareness is really a prerequisite to effective studying, students who lack this ability may have severe problems finding out how to pronounce words seem by seem (decoding) and spell words (encoding). Lack of ability to instantly process non-decodable outlaw words and non-decodable sight syllables retards studying fluency. Students spend some time attempting to pronounce words and syllables which are impossible to decode. Lack of ability to quickly recognize the similar relationships from the rimes also retards studying fluency.