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,…

Suggests a variation on the language experience approach designed for groups of nonverbal children. (MKM)

This study compared the effectiveness of reading instruction at the onset-rime level, phoneme level, and whole word level with 48 first graders. Both phoneme and onset-rime groups were significantly more accurate than whole word groups, and there was a tendency for the onset-rime group to outperform all other groups. (Author/DB)

Sixteen moderately mentally retarded children, aged 9-13, were trained in sight words by manipulating pictorial stimuli (fading versus nonfading) in relationship to the word stimulus location (superimposition versus juxtaposition of picture and word), to orient the learner's attention to the word. Subjects who were trained using superimposition…

Suggested are sight word activities which will help students recognize both language and mathematical symbols in reading materials. Activities described include context clues, structural analysis, phonic cues, and dictionary skills. (DS)

This study, involving a total of 36 preschool children, found that children recalled more sight words on object labels after introduction to the labels and daily repetition, compared to 2 other techniques. Children attending five days per week recalled more words than three-day and two-day students. (Author/JDD)

Suggesting that beginning reading should be a combination of phonics instruction along with the "whole word" approach, this book presents 56 brief and concentrated units of study that demonstrate that both systems can work together to improve the process of learning to read. In all units in the book, learners have the opportunity to read complete…

Describes two word-recognition activities and a cross-age tutoring program that have proven successful in developing poor readers' sight vocabulary. (MKM)

Discusses advantages--and a few disadvantages--of using social sight words (such as "sale,""stop," and "exit") in introducing young children to reading; suggests learning activities involving such words. (GT)

Any discussion of English as a Second Language (ESL) literacy should address three critical areas: who the learners are, what is to be taught, and how the literacy skills are to be taught. Three distinct groups of students can be classified as "non-literate" in their own language: pre-literates, illiterates, and semi-literates. Two approaches are…

Designed to be used primarily as a reader for first and second graders, but also as a speller and vocabulary builder for any student who needs help in language arts mastery, this book combines phonics with the "Look and Say" methods to present a step-by-step learning guide. Following an introduction explaining the five-step procedure…

The study reports on a treatment package which effectively used constant time delay, practice in writing or spelling target words, and token reinforcement to teach sight word recognition to a group of three seven-year-old students in a learning and behavior disorders resource room. (Author/JDD)

The relative effectiveness of 3 instructional procedures (sight word, fading, tactile-kinesthetic) in teaching 32 students (age 9-20) with moderate to severe mental retardation to read a series of monosyllabic words was investigated. No one experimental condition was superior to the others, and no skill acquisition differences were found in…

Seventeen students (ages 10-15) with moderate mental retardation were assessed on their ability to analyze orally presented sentences into words and words into syllables and phonemes. Subjects receiving code-emphasis reading instruction performed significantly better on more difficult phoneme manipulation tasks than did subjects receiving…

This study found that constant time delay was effective in teaching word reading to four students (ages seven to eight) with mild handicaps. Individual attentional response was more effective and efficient in learning to spell words than in choral attentional response. Observational and incidental learning occurred for all students. (Author/JDD)