We will learn how to introduce sight words, how to play with sight words, and how to practice sight words. We’ll chat about what we currently do, why it may not be working, and solutions to move students forward. Now, before I go on, it’s important to note that there can be many, many, many reasons why certain students struggle with sight words more than others. This post focuses on one of those possible reasons (a very important reason, in my opinion). In this blog post, I’m going to share the importance of teaching sight words within context, and why it can sometimes be the difference between a student who masters his sight words, and one who does not. So why do we still have students who stare at us blankly when they come to a sight word that we know they know while reading a book? Since I have gotten to know you, my readers, pretty well over the past six years, I can even confidently assume we are all teaching sight words on a daily basis within our classrooms. Clearly, we know sight words are a core part of our literacy instruction as teachers. In addition, the child also frees up time and energy to focus on the text’s meaning, resulting in increased comprehension and prosodic reading (intonation, phrasing, and expression). When sight words can be read automatically, students can spend more time on decodable text and phonetic patterns, therefore increasing fluency skills. Sight word recognition improves both fluency and comprehension. Since sight words make up 50%-75% of all text, we know that being able to recognize and read sight words quickly and effortlessly is a critical skill for life-long readers. In fact, most teachers can think of several students whose sight word recognition skills have taken a toll on his or her overall reading success. If you are a primary teacher, you can probably think of a student in your classroom who struggles with sight word identification.
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