Analyzes the compilation of the 220 words included in the Dolch Basic Sight Word List from studies done in the 1920's. Compares this list to the representatively selected 50,406 words in rank order from the Kucera-Nelson Computational Analysis of Present-Day American English (1967). (MB)

Evaluates empirically a skill-oriented approach to teaching word attack such as that prescribed by the Wisconsin Design for Reading Skill Development with the desired outcome of functional reading ability. (HOD)

To test differential incentive effects on immediate and delayed free recall and on recognition, fifth graders were presented word lists with items were associated with 10J or 1J rewards. Results were consistent with the Atkinson and Wickens model. Incentives are discussed in terms of mediated attention mechanisms. (GO)

Examines the assertion that any student at a second- to-third-grade level or beyond who can recognize the base form of a word will also recognize regularly inflected forms of the same word. Subjects are 54 average fourth graders and 56 poor readers in grades six through nine. (CM)

Short, sight-word vocabulary lists derived from the spontaneous speech of four different groups of children are compared with the vocabulary in six beginning reading series. Very high levels of agreement were found for function, but not for content, words. (JMF)

This booklet discusses a procedure to assist students experiencing difficulty in learning the "Dolch Basic Sight Vocabulary of 220 Words" and rearranges a list of 220 words to make it easier for students to learn. The procedure discussed in the booklet is based on the "word family" approach, in which words like "all call,…

Investigates context effects on children's reading accuracy when reading words in a story context and from a word list. Notes that although many children read words in context which they could not read from lists, this result did not apply to good readers. (MM)

Focuses on the examination of pupil responses for grades two through four in a study that provides more recent information about the performance of pupils on the Dolch Test. Provides some observations to assist teachers in interpreting the result of pupil responses to these words. (MG)

Intended to help students overcome their reading and spelling difficulties, this booklet describes teaching reading and spelling using the notion of five types of English words and presents extensive word lists to teach each type of word. The five types of words discussed in the booklet are "simple" (words that follow regular phonic…

Some of the basic sight word lists which are being used or which might be extensively implemented in the future are described in this paper. The basic criterion used to define a good sight word list is that it contains words which appear with high frequency in children's materials at the beginning reading levels as well as at higher levels. In…

The premise of this book is that parents should help their child learn to read at home in order to individualize reading skill instruction better than may be possible at school alone. A reading readiness checklist is offered as a guide to determining if one's child is linguistically, behaviorally, and perceptually ready to begin to learn to read.…

Kinesthetic exercises which develop reading comprehension skills through action words complement exercises which develop word recognition skills. Action word exercises are often effective because they are multimodal, physical activities. Such exercises may use word lists and pantomime to reinforce recognition and remembrance of words. (CB)