sight words and word recognition
TRANSCRIPT
Sight Words andWord Recognition
Reyzen B. DondiegoMAESL
SIGHT WORDS
The hallmark of skilled reading is the
ability to read individual words accurately and quickly in isolation
as well as in text, referred to as
“context free” word reading skill (Stanovich, 1980).
SIGHT WORDS
Being able to read words from memory by sight is valuable because it allows
readers to focus their attention on constructing the meaning of the text while
their eyes recognize individual words automatically (Ehri, 2004).
SIGHT WORDS
Of particular importance in developing
early reading foundation skills is
the development of sight words reading competencies (Meadan et
al. 2008).
SIGHT WORDS
Sight words are list of words that are (a) are
recognized without mediation or phonetic analysis (Browder and Lalli) (b) can be read from memory (c) include not
only high-frequency words but any word that
can be “read from memory” (Ehri)
SIGHT READING
Sight word reading is a discreet , observable response
that is controlled by printed stimulus (Browder and D’Huyvetters, 1988).
SIGHT READING
Sight word reading is not limited to high-frequency or irregularly spelled words, contrary to the beliefs of some, but
includes all words that readers can read from memory (Ehri, 2004)
SIGHT READING
Reading by sight is learning to recognize
words and read them quickly without decoding (Philips and Feng, 2012).
SIGHT READING
Students, who can retrieve words effortlessly by sight, will be able to read
text easily, with more meaning and are
capable of learning many more new words (Johnston (2000).
SIGHT READING
Sight word reading is not a strategy for reading words, contrary to some views.
Being strategic involves choosing procedures to optimize outcomes, such as figuring out unfamiliar words by decoding (Gough, 1972) or analogizing (Goswami,
1986, 1988) or prediction (Goodman, 1970; Tunmer & Chapman, 1998).
SIGHT READING
ON THE CONTRARY…..
Sight word reading happens automatically without the
influence of intention or choice.
SIGHT WORDS
DOLCH 220 LIST
FRY ‘s 1000 INSTANT WORDS
DOLCH 220 LIST
“LOOK-SAY METHOD”
“GUESS”Reading instruction should begin by teaching children to
memorize words based on their shapes (Dolch, 1941).
DOLCH 220 LIST
advocated teaching only sight words in the first grade and
waiting until the second grade to introduce phonics, if desired
(Dolch, 1941).
DOLCH 220 LIST
…is
1.contained of 220 words which does not include nouns, unless a word such as walk can be used for different parts of speech.
“Nouns cannot be of universal use because each noun is tied to special subject matter.”
-Dolch, 1936
DOLCH 220 LIST
2. first called “tool words” (1936) later
became “service words” (1941)
3. readily available sorted by grade level or frequency, although we found no indication that Dolch himself categorized his words by grade level or by frequency
DOLCH 220 LIST
“if one can read all of those words , one can read at a
third grade level” -Dolch, 1948
DOLCH NOUN LIST
DOLCH 220 LIST
The words came from….
1. The vocabulary list from the Child Study Committee of the International Kindergarten Union (1928) which listed 2,596 words found to be known by children in spoken language before entering Grade 1
DOLCH 220 LIST
2. The first 500 words on the Gate List (1926), which listed 1500 words of use for teaching Grades K-2
3. A list compiled by Wheeler and Howell (1930) with 453 words found frequently in ten primers and 10 first readers published between 1922 and 1929
DOLCH 220 LIST
193 appear in all three lists that Dolch consulted; 27 words are in
the first 510 words in the International Kindergarten Union
and in the first 500 words on Gates List
(Dolch, 1936)
Teaching Primary Reading, 1941
1. To the beginner “knowing the
words” means sight recognition . The child looks at the word form, and
the word sound comes to his mind without his knowing either how
or why
Teaching Primary Reading, 1941
2. If the child has a stock of fifty (sight) words he can read
anything which is made of these fifty words or in which the strange
words can be guessed
Teaching Primary Reading, 1941
3. Work with phonics used to begin with phonetic families , but we now see that such
work was an attempt go too fast. We
now start with sight words, and to help the child recognize or guess a word we ask
him how it begins
FRY’s 1000 INSTANT WORDS
Fry is widely known as on how to teach reading. On his books “The Reading Teacher’s Book of Lists
(Fry and Kress, 2006) and the “Vocabulary Teacher’s Book of Lists (Fry, 2004) are staples in
many elementary schools.
He also developed the Fry Readability Graph, a widely used tool for assessing the
readability of texts, novels and other reading materials.
FRY’s 1000 INSTANT WORDS
He presents the words in set of five as a “reminder to only teach few
words at a time” (Fry, 2000)
Teachers should teach phonics , but leaves specifics as to how children and when
vague (Fry, 1999)
FRY’s 1000 INSTANT WORDS
….is
1.first published a list of instant words in 1957. He revised the list in 1980 based on a more recent frequency count.
2.Composed of all parts of speech
3.listed by frequency
How to Teach Reading, 1999
2. Beginning readers need to master a high-frequency vocabulary such
as the 600 Instant Words
FRY’s 1000 INSTANT WORDS
The words came from….The American Heritage Word Frequency
Book (Carol, Davies,and Richmond, 1971) it has 87,000 words. The American
Heritage words were compiled from 1, 045 texts representing reading
requirements and recommendations in grades 3-9 in the United States.
How to Teach Reading, 1999
1. Beginning readers need to master a basic sight vocabulary of common words, for now we will define (beginning
reader) as any child or adult whose reading
ability ranges from none to upper third grade
How to Teach Reading, 1999
3. An average student in an average
school situation learns most of the first 100 words toward the end of the first year. The
second hundred words are added during
the second year. It is not until in the third
year that all 300 words are really mastered
and used as part of the students’ own reading vocabulary
DOLCH vs FRY
1.The Dolch 100 List and the Fry 100 list have a combined total of
130 unique words
2.70 of 130 words are on both the Dolch 100 and the Fry 100 List
DOLCH vs FRY
3. All words on the Dolch 100 List appear on the Fry 1000 Instant Words List
4. Only 9 words on the Fry 100 list are not on the Dolch 220 List or the Dolch Noun List . The 9 words unique to the Fry 100 list are each,more, number, other, part,
people, than, way and word.
WAYS TO ASSESS SIGHT WORD READING
1. Testing readers’ ability to read irregularly spelled words under the assumption that, if these are not
known, they will be decoded phonically, resulting in errors.
WAYS TO ASSESS SIGHT WORD READING
2. Giving students a sight word learning task in which they practice reading a set of unfamiliar words. Readers are taught one of two phonetically equivalent
spellings (e.g., cake vs. caik) and then their memory for the particular form taught is tested. Readers might be
asked to recall the spelling or to choose among alternative spellings. Although the test is of spelling rather than reading, the correlation between the two
skills is very high, supporting the validity of spelling as an indicator.
WAYS TO ASSESS SIGHT WORD READING
3. Assessing word reading speed. This works because readers take less time to
read words by sight than to decode them or read them by analogy. Reading words within
one second of seeing them is taken to indicate sight word reading.
SIGHT WORDS
“Speaking is a normal, genetically-hardwired capability; reading is not. No
areas of the
brain are specialized for reading. In fact, reading is probably the most
difficult task we ask the young brain to undertake” (Sousa, 2005).
SIGHT WORDS
The appropriate response to the graphic features of the word might not be
acquired , or blocked (Hill, 1995).
SIGHT WORDS
“Some children may require additional instruction that is not tied directly to letter-sound manipulation
or phonics. In fact, for some students, the most effective reading instructional tactic may be based
on techniques that are not exclusively dependent on the alphabetic principle, but rather involve rote
memory of whole words coupled with context clues in order to determine the meaning of new words. These non-alphabetic-principle techniques, taken
together, may be thought of as sight-word instruction” (Bender & Larkin, 2003).
SIGHT WORDS
Teaching sight words to beginning
readers , less efficient learning occurs when a new word to be learned is
accompanied by related pictures (Samuel, 1967).
SIGHT WORDS
Words in Isolation VS in Sentences (context) VS with Pictures
The investigators found out that context and picture cues slowed acquisition of new word
(Singer, Samuel, Spiroff, 1973).
SIGHT WORDS
HOWEVERWhen most young children are immersed in interactions with technology every day that present multi-modal learning opportunities
(large screen tv; computer programs available in home setting s; play with electronic toys and games) (Bowman and Beyer, 1994; Jewitt, 2006; Loveless and Dore, 2002)
SIGHT WORDS
How children learn sight words is that learning is enhanced when pictures are
paired with words to be learned (Goodman, 1965).
SIGHT WORDS
Pictures are introduced, not to supplant the print but to provide one additional source of
information from which the beginner can sample as he reads. Increasing the amount of available information through the medium of pictures is shown to have a strong facilitative
effect on word identification in context in a smaller , though significant, facilitative effect
on world learning (Denberg, 1976-1977)
SIGHT WORDS
Samuel’s theory appears to be preferable as a model for teaching non-readers of normal ability. In comparing typical children to those
with Down Syndrome and reading disabilities , sight vocabulary was observed
to be learned most efficiently by all participants when the target word was
presented in isolation. (Hill,1995)
SIGHT WORDS
For young children identified as being “at risk” teaching sight word recognition may require explicit skill instruction on the part of the education professionals (Ehri, 2005; Lee and Vail, 2005; Stahl,
Mckena and Pagnucco, 1994)
WORD RECOGNITION
facilitation (faster recognition)
or
interference (slower recognition)
WORD RECOGNITION
Three processing clusters in the reading process
1.Visual information processing (converting print into linguistic information)
2. Cognitive processing (integrating segmental information in text)
3.3. Metacognitive processing (relating the textual information to prior knowledge) (Miller, 1988)
WORD RECOGNITION
Model #1: Word Shape
The general idea is that we see words as a complete patterns rather than the sum of letter parts. James Cattell (1886) was the
first psychologist to propose this as a model of word recognition. Some claim that the
information used to recognize a word is the pattern of ascending, descending, and
neutral characters.
WORD RECOGNITION
Model #2: Serial Letter RecognitionThe shortest lived model of word recognition is that words are read letter-by-letter serially from left to right. Gough (1972) proposed this model because it was easy to understand, and far more testable
than the word shape model of reading. In essence, recognizing a word in the mental lexicon was
analogous to looking up a word in a dictionary. You start off by finding the first letter, than the
second, and so on until you recognize the word.
WORD RECOGNITION
Model #3: Parallel Letter Recognition
This model says that the letters within a word are recognized simultaneously, and the letter information is used to
recognize the words.
Important Elements of Phonicsand Word Recognition Instruction
1. Print Awareness—awareness of the forms and functions of printed language.
2. Alphabetic Knowledge—knowledge of the shapes and names of letters of the alphabet.
3. Phonological and Phonemic Awareness—awareness of and the ability to manipulate the sounds of spoken English words.
Important Elements of Phonicsand Word Recognition Instruction
4. The Alphabetic Principle—understanding that there is a systematic relationship between the sounds of spoken English and the letters and letter patterns of written English.
5. Decoding—understanding how to read each letter or letter pattern in a word to
determine the word’s meaning.
Important Elements of Phonicsand Word Recognition Instruction
6. Irregular/High-Frequency Words—recognition of words that appear often in printed English, but are not readily decodable in the early stages of reading instruction.
7. Spelling and Writing—understanding how to translate sound-letter relationships and spelling patterns into written communication.
Important Elements of Phonicsand Word Recognition Instruction
8. Reading Practice with Decodable Texts—application of information about soundletter relationships to the reading of readily decodable texts.
9. Reading Fluency—practice in reading a variety of texts so that reading becomes easy, accurate, and expressive.
Guidelines for Addressing Word-Identification Strategies
A beginning reading program should include…
1. Opportunities to practice word recognition, including words with newly
introduced sound-letter relations or word parts mixed with previously learned words.
Guidelines for Addressing Word-Identification Strategies
2. Opportunities for children to learn to use word order (syntax) and word meaning
(semantics) to confirm the words identified through word-recognition strategies (Adams,
1998).
Guidelines for Addressing Word-Identification Strategies
3. A limited set of sight words (some of which are regularly spelled) in the beginning
stages of reading instruction.
4. Phonetically irregular words in a reasonable order and review the words
cumulatively.
Guidelines for Addressing Word-Identification Strategies
5. Phonetically irregular words in the written materials the students read.
6. Opportunities for children not only to decode words but also to access the words'
meanings.
Guidelines for Addressing Word-Identification Strategies
7. Strategies for identifying words with
more than one syllable.
References
Ehri, L. C. (2004). Development of Sight Word Reading: Phases and Findings
Meadan, H. Stoner, J. B. Parette, H. P. (2008). Guidelines for Examining Phonics & Word Recognition. Fall 2008, Vol. 5, Num. 1
Texas Education Agency. (2002). Guidelines for Examining Phonics & Word Recognition