If you’ve been teaching reading for a while, you’ve undoubtedly come across the term sight words, and you probably have some questions about them. Should you teach sight words? What’s the best way to approach sight words? Is it bad to use a curriculum that teaches sight words?
In fact, a common question we get is, “Do you teach sight words in the All About Reading program? ” But before we jump into the details, let’s be sure we’re talking about the same definition for the term sight words.
At its most basic–and this is what we mean when we talk about sight words–a sight word is a word that can be read instantly, without conscious attention.
For example, if you see the word peanut and recognize it instantly, peanut is a sight word for you. You just see the word and can read it right away without having to sound it out. In fact, if you are a fluent reader, chances are you don’t need to stop to decode words as you read this blog post because every word in this post is a sight word for you.
But there are three other commonly used definitions for sight words that you should be aware of:
So now you can see why sight words can cause so much angst! Educators have conflicting ideas about sight words and how to teach them, and in large part that stems from having different definitions for what sight words are.
But you are in safe territory here.😊
In this article, you’ll find out how to minimize the number of sight words that your child needs to memorize, while maximizing his ability to successfully master these words.
Now that we’ve settled on the definition for sight words as “any words that can be read instantly, without conscious attention,” that may lead some people to wonder how fast is “instant”? And that’s a great question!
Basically, we want kids to see a word and be unable to not read it. Even before they’ve realized that they are looking at the word, they’ve unconsciously read it.
Here’s a demonstration of what I mean.
(Download this PDF if you want to try this experiment with your family and friends!)
As explained in the short video above, the Stroop effect1 shows that word recognition can be even more automatic than something as basic as color recognition.
So that’s what we mean by “instant.”
We want children to develop automaticity when reading, so they don’t even have to think about decoding words—they just automatically know the words. Ideally, we want reading to become as effortless and unconscious as breathing.
But what about words that aren’t as easily decoded? How should those words be taught?
The vast majority of words don’t need to be taught by rote memorization. Even the Dolch Sight Word list is mostly decodable (video). But there are some words that do need to be memorized.
Some programs call these “Red Words,” “Outlaw Words,” “Sight Words,” or “Watch-Out” words. In All About Reading, we call them Leap Words. Generally, these are high-frequency words that either don’t follow the normal phonetic patterns or contain phonograms that students haven’t practiced yet. Students “leap ahead” to learn these words as sight words.
Here’s an example of two flashcards used to practice the Leap Words could and again. In the word could, the L isn’t pronounced. In the word again, the AI says /ĕ/, which isn’t one of its typical sounds. The frog graphic acts as a visual reminder that the words are being treated as sight words that need to be memorized.
Leap Words comprise a small percentage of words taught. For example, out of the 200 words taught in All About Reading Level 1, only 11 are Leap Words.
For typical students who do not struggle with reading, very little practice is needed to move a word into long-term memory. They may encounter the word just one to five times, and never have to sound it out again.
On the other hand, a struggling reader may need up to thirty exposures to a word before it becomes part of the child’s sight word vocabulary. So be patient and give your child the amount of practice she needs to develop a large sight word vocabulary.
These five methods increase the number of times your child encounters a word, helping move the word into long-term memory for instant recall:
When it comes to teaching sight words, here’s what you need to keep in mind:
Are you looking for a reading program that doesn’t involve memorizing hundreds of sight words via rote memorization? All About Reading is a research-based program that walks you through all the steps to help your child achieve instant recall. And if you ever need a hand, we’re here to help.
What’s your take on teaching sight words? Have anything else to share? Let me know in the comments below!
1Stroop, J.R. (1935). Studies of interference in serial verbal reactions. Journal of Experimental Psychology, 18, 643-662.