Sight Words
Greetings. The following materials are intended to provide an introduction to Sight Words. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Zeynep B. Erdiller
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Room 108 Sight Words
Lesson Exchange:Activities to reinforce and teach sight words
Sight Word Lists
Sight words you can print now and use
Sight Words Ideas
Games and Activities for Sight Words
Sight Words
Dolch Sight Words Worksheets
FRY'S 300 Instant Sight Words
Citations from ERIC Database - Elementary
AN: ED458559
AU: Wren,-Sebastian
TI: Reading by Sight. Topics in Early Reading Coherence.
CS: Southwest Educational Development Lab., Austin, TX.
PY: 2001
AV: Southwest Educational Development Laboratory, 211 E. 7th St., Austin, TX 78701-3281. Tel: 800-476-6861 (Toll Free; Web site: http://www.sedl.org. For full text: http://www.sedl.org/reading/topics.html.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED458559
DEM: *Beginning-Reading; *Decoding-Reading; *Reading-Instruction
DER: Primary-Education; Sight-Method; Student-Educational-Objectives; Teacher-Role
AB: When children first learn that symbols can be used to represent ideas or spoken words, they begin with the assumption that the whole symbol represents the whole word. To become competent readers with reading vocabularies in the 50,000-75,000 word range, children need to learn to decode words rather than simply memorizing them. Decoding words is much more generative and flexible and requires much less attention and memory. Children who can decode words are able to break down new, unfamiliar words, and arrive at a phonological code that they can communicate with others. An often stated goal of many reading teachers, reading programs, and even state standards documents, however, is that the teacher will enhance the child's repertoire of "sight words." The concept of sight words has foundations in the "Look-Say" approach to reading instruction, and the sight word lists that were created before World War II, such as the Dolch list, are still used. There is no clear empirical evidence that teaching very young children to memorize a few basic and common words is harmful. However, teaching children in the first and second grades to memorize words only detracts from one of the primary goals of reading instruction--as early as possible, children need to learn to attend to the letters within the words, and to decode the words, and children need to become so proficient at this skills that words are decoded rapidly and effortlessly. (NKA)
AN: ED449630
AU: Mayfield,-Laureen-Goers
TI: The Effects of Structured One-on-One Tutoring in Sight Word Recognition of First Grade Students At-Risk for Reading Failure.
PY: 2000
NT: Paper presented at the Mid-South Educational Research Association Annual Meeting (Bowling Green, KY, November 15-17, 2000).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED449630
DEM: *Economically-Disadvantaged; *Instructional-Effectiveness; *Reading-Comprehension; *Reading-Difficulties; *Sight-Vocabulary; *Tutorial-Programs
DER: Beginning-Reading; Grade-1; Individual-Instruction; Instructional-Materials; Primary-Education; Rural-Education; Volunteers-; Word-Recognition
AB: This study evaluated the effects of using the Edmark Reading Program, Level 1, to develop sight-word vocabulary in first graders at risk for reading failure. This program is a highly structured approach based on providing explicit, direct instruction that is intensive, focused, and not of brief duration. The 62 students receiving the intervention attended three schools with high numbers of economically disadvantaged students in rural Louisiana and were selected as being in the 20-30 percent of students most at risk for reading disabilities. Half of the students received 15 minutes per day of one-on-one tutoring using the Edmark program by volunteer college students. Control group students were read to aloud in small groups for an equal amount of time. The study found that one-on-one tutoring using the Edmark Reading Program was successful in increasing the sight word vocabulary and comprehension skills of the students. (Contains 36 references.) (DB)
AN: EJ616340
AU: Didden,-Robert; Prinsen,-Hester; Sigafoos,-Jeff
TI: The Blocking Effect of Pictorial Prompts on Sight-Word Reading.
PY: 2000
SO: Journal-of-Applied-Behavior-Analysis; v33 n3 p317-20 Fall 2000
DEM: *Beginning-Reading; *Moderate-Mental-Retardation; *Pictorial-Stimuli; *Reading-Instruction; *Word-Recognition
DER: Educational-Strategies; Elementary-Education; Reading-Skills
AB: Effects of training with 6 students (ages 7-9) with moderate mental retardation were assessed during five conditions. In four conditions, words were presented either alone or with corresponding pictures. In the fifth condition, pictures were used to provide feedback. Acquisition was achieved fastest during the word-alone conditions with 5 students. (Contains two references.) (Author/CR)
AN: ED443101
AU: Monroe,-Johnna; Staunton,-Jeannine
TI: Improving Student Reading Skills through Sight Word Instruction.
PY: 2000
NT: M.A. Research Project, Saint Xavier University and SkyLight Professional Development.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED443101
DEM: *Instructional-Effectiveness; *Reading-Improvement; *Reading-Skills; *Sight-Method; *Sight-Vocabulary
DER: Action-Research; Kindergarten-; Primary-Education; Word-Recognition
AB: This report describes a program for improving sight word recognition and the ability to improve reading skills. The targeted population consists of a kindergarten class and a primary self-contained special education class. The schools are located in a large metropolitan city. The problem of poor sight-word recognition was documented with student surveys, behavioral checklists, and pretests and posttests of basic sight words. Analysis of probable cause indicated that there were poor sight-word recognition skills among elementary students. This negatively affected students' reading skills. Review of the research indicated that students were not reading sight words in context or in isolation. A review of the solution strategies suggested by other researchers, combined with an analysis of the problem settings, resulted in the development of sight-word instruction. The program included hands on activities, small group tutoring, literature-based instruction, and repeated readings of predictable text. Students showed a marked improvement in reading skills. (Contains 18 references and 2 tables of data. Appendixes contain checklists, survey instruments, word lists, and sight-word books.) (Author/RS)
AN: ED442141
AU: Henning,-Diane; Pickett,-Anita
TI: A Study of Improving Sight and Functional Vocabulary Development and Comprehension.
PY: 2000
NT: M.A. Research Project, Saint Xavier University and SkyLight Professional Development.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED442141
DEM: *Instructional-Effectiveness; *Reading-Comprehension; *Vocabulary-Development; *Vocabulary-Skills
DER: Action-Research; Functional-Literacy; Middle-Schools; Primary-Education; Reading-Improvement; Sight-Vocabulary
AB: This report describes a program to increase sight/functional vocabulary to improve reading comprehension. The targeted population consisted of one 2nd-3rd grade and one 6th-8th grade cross-categorical self-contained class, located in an elementary school and a middle school. The schools were located in a northeast suburb of a major city in the Midwest. The problem of inadequate recognition of sight/functional vocabulary and its impact on comprehension was documented with parent, teacher, and student surveys, daily assignments, tests, and checklists. Analysis of probable cause data indicated that school environment played a role in the inability of students to acquire this vocabulary. Inadequate time spent on meaningful learning experiences hindered the comprehension required for long-term recall. Parental support was often lacking, which contributed to the children's deficits. A review of the solution strategies suggested by other researchers, combined with an analysis of the problem setting, resulted in the implementation of the following intervention strategies: thematic/functional word walls, the Edmark Reading Program, Home Reading Logs, Dolch Sight Word Wall, a Survival Signs Program, calendar activities, vocabulary games, and community-based field trips. More intervention techniques were needed to improve basic reading sight vocabulary. However, post intervention data indicated that the students improved their knowledge and recognition of functional environmental signs. (Contains 53 references, and 13 tables and 3 figures of data. Appendixes contain student, parent, and teacher survey instruments.) (Author/RS)
AN: EJ604893
AU: Browder,-Diane-M.; Minarovic,-Timothy-J.
TI: Utilizing Sight Words in Self-Instruction Training for Employees with Moderate Mental Retardation in Competitive Jobs.
PY: 2000
SO: Education-and-Training-in-Mental-Retardation-and-Developmental-Disabilities; v35 n1 p78-89 Mar 2000
DEM: *Moderate-Mental-Retardation; *Self-Management; *Sight-Method; *Sight-Vocabulary; *Supported-Employment; *Training-Methods
DER: Adults-; Employer-Employee-Relationship; Reading-Instruction; Vocabulary-Development; Word-Recognition; Work-Environment
AB: Three employees with moderate mental retardation who were nonreaders were taught to use sight words to self-initiate job tasks in competitive employment settings. Training resulted in the ability to read job-specific sight words, to use verbalized self-instruction, to use a self-monitoring checklist, to self-initiate work tasks, and increased employer satisfaction. (Contains references.) (Author/CR)
AN: EJ601364
AU: Brennan,-Kathleen-B.; Miller,-April-D.
TI: How Many Words Can Your Students Read? Using a Sign Language Game To Increase Sight Word Recognition.
PY: 2000
SO: Intervention-in-School-and-Clinic; v35 n3 p147-50 Jan 2000
DEM: *Childrens-Games; *Learning-Disabilities; *Recall-Psychology; *Teaching-Methods; *Vocabulary-Development; *Word-Recognition
DER: Classroom-Techniques; Elementary-Education; Learning-Strategies; Sign-Language
AB: This article discusses using sign language to help students with learning disabilities remember sight words. It describes the rationale for using sign language, gives directions for playing a game called Sign-o (similar to the game Bingo), provides extension activities, and includes a game board ready for duplication. (Contains references.) (Author/CR)
AN: ED435981
AU: Mayfield,-Laureen-Goers; Holmes,-Julie-A.
TI: The Effect of Direct Instruction in Sight Word Vocabulary on Reading Achievement of At-Risk Students.
PY: 1999
NT: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Point Clear, Alabama, November 1999).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED435981
DEM: *High-Risk-Students; *Reading-Achievement; *Vocabulary-Development
DER: Comparative-Analysis; Grade-3; Primary-Education; Reading-Research; Sight-Vocabulary
AB: Twenty-seven third-grade children in a northern Louisiana public school participated in a study which examined whether a minimum amount of direct instruction in sight word recognition, combined with drill of sight words, could result in significantly better performance for the targeted at-risk children on the story and unit reading tests. The control group consisted of 16 students in an at-risk self-contained class; the experimental group consisted of 11 at-risk students, 3 of whom were special education inclusion students. Both groups received 165 minutes of language arts instruction daily from their respective regular education teachers. Control group students received instruction in the basal reading series from their regular education teacher in a whole-group setting. The intervention used with the experimental group focused on expansion of direct instruction in vocabulary associated with each story and unit test. Data were collected over a 6-week period. Analysis revealed a significant difference between experimental and control group scores, in favor of the experimental group, on the cumulative unit test. The Mann Whitney Test revealed a significant difference in favor of the experimental group on the following unit test components: vocabulary, fact/opinion, and graphic aids. Data collected indicated that very brief direct instruction in sight word recognition combined with daily word drill assignments resulted in vocabulary and comprehension unit test scores of at-risk third graders significantly higher than those of control group students. (Contains 22 references and 4 tables of data.) (NKA)
AN: EJ585483
AU: Aaron,-P.-G.; Joshi,-R.-M.; Ayotollah,-Mahboobeh; Ellsberry,-Annie; Henderson,-Janet; Lindsey,-Kim
TI: Decoding and Sight-Word Naming: Are They Independent Components of Word Recognition Skill?
PY: 1999
SO: Reading-and-Writing:-An-Interdisciplinary-Journal; v11 n2 p89-127 Apr 1999
DEM: *Beginning-Reading; *Decoding-Reading; *Reading-Instruction; *Reading-Skills; *Sight-Method; *Sight-Vocabulary
DER: Elementary-Education; Reading-Difficulties; Reading-Rate; Reading-Research; Word-Recognition
AB: Considers the relationship between decoding and sight-word reading. Investigates whether to use the whole-word method or to build decoding skills before introducing sight words. Sets up five goals to address these issues. Concludes that sight-word reading instruction is likely to be successful if decoding skills are firmly established first. (SC)
AN: EJ577336
AU: Browder,-Diane-M.; Xin,-Yan-Ping
TI: A Meta-Analysis and Review of Sight Word Research and Its Implications for Teaching Functional Reading to Individuals with Moderate and Severe Disabilities.
PY: 1998
SO: Journal-of-Special-Education; v32 n3 p130-53 Fall 1998
DEM: *Functional-Literacy; *Moderate-Mental-Retardation; *Reading-Skills; *Severe-Mental-Retardation; *Sight-Method
DER: Basic-Skills; Feedback-; Generalization-; Meta-Analysis; Severe-Disabilities
AB: A review of 48 studies on the use of sight-word methodology to teach functional reading to individuals with moderate and severe disabilities found that sight-word instruction has been highly effective with this population. New strategies have included feedback procedures and applying constant time delay. A persistent limitation of the research is failure to measure functional use. (Author/DB)
AN: ED420966
AU: Ruediger,-Greg
TI: Sight Word Lists: Beneficial or a Waste of Time for Students with Disabilities?
PY: 1998
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED420966
DEM: *Curriculum-Development; *Disabilities-; *Instructional-Effectiveness; *Sight-Vocabulary; *Word-Lists
DER: Daily-Living-Skills; Educational-Strategies; Elementary-Secondary-Education; Generalization-; School-Community-Relationship; Student-Centered-Curriculum; Surveys-; Word-Recognition
AB: This paper explores the use of sight word lists in the instruction of students with disabilities. A survey of 25 restaurants in a Midwestern U.S. city was conducted to examine the validity and efficacy of two widely accepted public school reading word lists. It was found that neither of the word lists contained more than 46 percent of the words contained in the study. The inappropriate use of available instructional time on commercially available sight word lists is discussed and recommendations are provided to a variety of educators to help them become more aware of the importance of analyzing their local community in designing educational curriculum for students with disabilities. Recommendations include: (1) future research is needed to determine the variability among various community reading requirements; (2) teachers should reexamine how they view success for their students to ensure that academic time is spent on meaningful learning experiences; (3) school districts should acquire a vast amount of information prior to the adoption of curriculum materials; (4) school districts should allocate resources to study their local community; and (5) teachers should explore instructional strategies that promote the generalization of skills from school to post-school environments. (Contains 21 references.) (Author/CR)
AN: EJ551669
AU: Watson,-T.-Steuart; Ray,-Kimberly-P.
TI: The Effects of Different Units of Measurement on Instructional Decision Making.
PY: 1997
SO: School-Psychology-Quarterly; v12 n1 p42-53 Spr 1997
DEM: *Learning-Disabilities; *Learning-Strategies; *Sight-Method; *Teaching-Methods
DER: Children-; Elementary-Education; Intervention-; Special-Needs-Students; Vocabulary-Development
AB: Evaluates the effectiveness of two different intertrial intervals for increasing the sight word vocabulary of four learning disabled students. Results indicate that, when measuring learning as a function of instructional time, immediate presentation resulted in a faster learning rate than did the five-second condition for three of the participants. (RJM)
AN: EJ544224
AU: Mosley,-Valerie-P.; and-others
TI: Teaching Sight Words to Students with Moderate Mental Retardation.
PY: 1997
SO: Reading-Improvement; v34 n1 p2-7 Spr 1997
DEM: *Instructional-Effectiveness; *Remedial-Reading; *Sight-Method; *Vocabulary-Development
DER: Elementary-Education; Functional-Reading; Moderate-Mental-Retardation; Reading-Research
AB: Compares the effectiveness of classroom instruction using constant time delay and community-based instruction to teach a functional sight word vocabulary to students with moderate mental retardation. Finds no statistically significant differences between the two approaches. Discusses implications for practitioners and offers suggestions for further research. (RS)
AN: EJ542813
AU: Stewart,-Sharon-R.; and-others
TI: Incidental Learning of Sight Words during Articulation Training.
PY: 1997
SO: Language,-Speech,-and-Hearing-Services-in-Schools; v28 n2 p115-26 Apr 1997
DEM: *Articulation-Impairments; *Beginning-Reading; *Incidental-Learning; *Sight-Vocabulary; *Speech-Therapy
DER: Articulation-Speech; Generalization-; Primary-Education
AB: A multiple probe design across behaviors was used to evaluate the effectiveness of an articulation training program that included incidental information to teach basic sight word reading. Results indicated that the three subjects (ages 5-6) with sound production errors learned to read sight words during articulation training and that this learning generalized beyond the immediate training context. (Author/DB)
AN: ED396243
AU: Fasko,-Sharla-Nichols
TI: A Peer Tutoring Intervention for Sight-Word Recognition.
PY: 1996
NT: Paper presented at the National Association of School Psychologists Annual Convention (Atlanta, GA, March 12-16, 1996).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED396243
DEM: *Instructional-Effectiveness; *Peer-Teaching; *Sight-Vocabulary; *Tutoring-; *Word-Recognition
DER: Primary-Education; Reading-Improvement; Reading-Rate; Reading-Research
AB: A study assessed the effectiveness of a peer tutoring intervention for sight-word acquisition, and determined whether any progress was matched by improvement in reading fluency. Four primary students were selected based upon teacher referral for poor reading fluency. Flashcards were used to determine accuracy of recognition of vocabulary words listed in each students' current and previous reading books. Number of words correctly identified were recorded for each child. In addition, reading rate in the form of correct words and errors per minute was also assessed. Reading passages for evaluating rate were chosen randomly from each student's current reading book. A single-case A-B design was used. Both sight word recognition and reading fluency were assessed 1-2 times weekly for each student. After baseline data were collected, the tutoring phase began. Results indicated that three of the four students showed improvement in sight-word acquisition during the intervention phase, and all four showed definite improvement in fluency. (Contains 12 references and 16 unnumbered charts of data.) (Author/RS)
AN: EJ517965
AU: Browder,-Diane-M.; Shear,-Stewart-M.
TI: Interspersal of Known Items in a Treatment Package to Teach Sight Words to Students with Behavior Disorders.
PY: 1996
SO: Journal-of-Special-Education; v29 n4 p400-13 Win 1996
DEM: *Basic-Vocabulary; *Behavior-Disorders; *Difficulty-Level; *Moderate-Mental-Retardation; *Reading-Instruction; *Sight-Vocabulary
DER: Functional-Literacy; Instructional-Effectiveness; Multiple-Disabilities; Newspapers-; Secondary-Education; Weather-
AB: Three students (ages 12-16) with moderate mental retardation and severe behavior disorders were taught to read sight words related to the daily newspaper weather report by a method that interspersed known words with new words. Students mastered the 10 sight words and showed some improvement in reading the weather report. (DB)
AN: EJ511884
AU: Belfiore,-Phillip-J.; and-others
TI: Effects of Response and Trial Repetition on Sight-Word Training for Students with Learning Disabilities.
PY: 1995
SO: Journal-of-Applied-Behavior-Analysis; v28 n3 p347-48 Fall 1995
DEM: *Drills-Practice; *Instructional-Effectiveness; *Reading-Difficulties; *Sight-Vocabulary; *Vocabulary-Development
DER: Elementary-Education; Elementary-School-Students; Reading-Improvement; Reading-Instruction; Responses-
AB: This study compared the effects of trial repetition (1 response within 5 trials per word) versus response repetition (5 response repetitions within 1 trial per word) on sight-word acquisition for 3 elementary students, ages 9 and 12, with learning disabilities in reading. Trial repetition resulted in more words mastered. (Author/SW)
AN: EJ506322
AU: Groff,-Patrick
TI: Clearing the Air about "Sight" Words.
PY: 1994
SO: Ohio-Reading-Teacher; v29 n1 p13-17 Fall 1994
DEM: *Phonics-; *Sight-Method; *Sight-Vocabulary
DER: Elementary-Education; Reading-Instruction; Spelling-
AB: States that in the 1970s, sight words existed in a "topsy-turvy world" in which the variety of definitions was confusing. Suggests that readers recognize sight words as single, holistic units without segmenting and attending to letters one at a time, and without sounding out and blending letters sequentially. Explains the connection between sight-words and phonics, and instructional implications. (PA)
AN: EJ496311
AU: Kennedy,-Craig-H.; and-others
TI: Nodality Effects during Equivalence Class Formation: An Extension to Sight-Word Reading and Concept Development.
PY: 1994
SO: Journal-of-Applied-Behavior-Analysis; v27 n4 p673-83 Win 1994
DEM: *Concept-Formation; *Moderate-Mental-Retardation; *Reading-Instruction; *Word-Recognition
DER: Basic-Vocabulary; Beginning-Reading; Behavioral-Science-Research; Cognitive-Processes; Responses-; Sight-Vocabulary; Stimuli-; Training-Methods; Young-Adults
AB: Three students (ages 17, 19, and 21) with moderate disabilities were taught to read and match-to-sample sight words comprising 4 4-member stimulus sets. Student performance indicated that symmetric relations emerged before one-node transitive relations and that one-node transitive relations emerged before two-node transitive relations. Results support the "nodality effect" pattern of responding. (Author/DB)
AN: EJ483457
AU: Barbetta,-Patricia-M.; and-others
TI: Effects of Immediate and Delayed Error Correction on the Acquisition and Maintenance of Sight Words by Students with Developmental Disabilities.
PY: 1994
SO: Journal-of-Applied-Behavior-Analysis; v27 n1 p177-78 Spr 1994
DEM: *Developmental-Disabilities; *Error-Correction; *Feedback-; *Reading-Instruction; *Sight-Vocabulary
DER: Beginning-Reading; Primary-Education; Time-Factors-Learning
AB: This study compared immediate (after each error) and delayed (at the end of each session) error correction during sight-word instruction with 4 students (ages 7-9) with developmental disabilities. Immediate error correction was superior on each of four dependent variables. (Author/DB)
AN: EJ479511
AU: Skinner,-Christopher-H.; and-others
TI: The Effects of Intertrial Interval Duration on Sight-Word Learning Rates in Children with Behavioral Disorders.
PY: 1994
SO: Behavioral-Disorders; v19 n2 p98-107 Feb 1994
DEM: *Behavior-Disorders; *Learning-Problems; *Reading-Instruction; *Sight-Vocabulary; *Time-Factors-Learning; *Word-Recognition
DER: Comparative-Analysis; Drills-Practice; Elementary-Education; Instructional-Effectiveness; Intervention-
AB: An adapted alternating treatments design was used to compare the effects of two interventions using different intertrial intervals on sight-word mastery rates among three elementary students with behavioral disorders and learning deficits. Results found both interventions to be equally effective in increasing sight-word reading accuracy. (Author/PB)
AN: EJ463993
AU: Barbetta,-Patricia-M.; and-others
TI: Relative Effects of Whole-Word and Phonetic-Prompt Error Correction on the Acquisition and Maintenance of Sight Words by Students with Developmental Disabilities.
PY: 1993
SO: Journal-of-Applied-Behavior-Analysis; v26 n1 p99-110 Spr 1993
DEM: *Developmental-Disabilities; *Error-Correction; *Instructional-Effectiveness; *Reading-Instruction; *Sight-Vocabulary; *Word-Recognition
DER: Beginning-Reading; Phonetics-; Primary-Education; Sight-Method; Teaching-Methods
AB: Effects of 2 procedures (either whole word or phonetic-prompt) for error correction were compared during drills in sight word recognition of 5 students (ages 8 and 9) with developmental disabilities. Results from instruction, same-day tests, and next-day tests indicated that more words were learned in the whole word condition. (Author/DB)
AN: EJ441267
AU: Browder,-Diane-M.; Lalli,-Joseph-S.
TI: Review of Research on Sight Word Instruction.
PY: 1991
SO: Research-in-Developmental-Disabilities; v12 n3 p203-28 1991
DEM: *Reading-Comprehension; *Reading-Difficulties; *Reading-Instruction; *Sight-Method; *Word-Recognition
DER: Developmental-Disabilities; Difficulty-Level; Discrimination-Learning; Feedback-; Instructional-Effectiveness; Remedial-Reading; Teaching-Methods; Time-Factors-Learning; Visual-Stimuli
AB: This review of 20 years of literature on sight word instruction for individuals with handicaps examines effectiveness data for procedures teaching word recognition and comprehension. Covered are "errorless procedures," prompt elimination, stimulus fading, time delay, easy to hard discrimination, and trial and error with feedback. Two tables present a detailed comparison of 22 studies. (DB)
 Phonics Plus Book A |
Other Resources (available either for sale or via interlibrary loan)
Title: Learning sight words is easy: 50 fun and easy reproducible activities that help every child master the top 100 high-frequency words
Author: Mary Rosenberg
Year: 2000
Publisher: New York: Scholastic Professional Books
Title:Reading success mini-books: sight words: twenty interactive mini-books that help every child get start in reading
Author: Mary Beth Spann
Year: 1999
Publisher:New York: Scholastic Professional Books
Title: Success with sight words:miltisensory ways to teach high-frequency words
Author: Sara Throop, Wendy L Blocher, Jane Yamada
Year: 1999
Publisher: Huntington Beach, CA: Creative Teaching Press
Title: Working phonics sight words and basic phonics
Author: Curriculum Associates, Inc.
Year: 1998
Publisher: North Billerica. MA: Curriculum Associates, Inc.
Title: Seeing stars:symbol imagery for phonemic awareness, sight words and spelling
Author: Nanci Bell
Year: 1997
Publisher: San Luis Opisco, CA: Gander Pub.
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