Sight Words
Name of Assignment: How I will develop sight word knowledge in my instructional programme.
Introduction
Sight words are words which are recognized on sight and do not require any analysis. Sight word knowledge refers to the ability to recognize the pronunciation of words automatically without conscious application of other decoding strategies (Leu and Kinzer, 1999).
One of the benchmarks of a good reader is fluency. LaBerg and Samuels, 1976 define fluency as the process of automatically, accurately and rapidly recognizing words. It is my desire as a teacher to produce excellent readers. The sad reality for me is that, not all students can achieve this. As a teacher I see my task as one in which I must equip my pupils with the skills needed to decode words as they strive to become fluent independent readers.
One way this can be achieved is through the teaching of sight words. As children read, they encounter new words along with familiar words. They utilize the skills they were taught to decode new words for example phonics, syllabication, onset – rime, to name a few. Therefore the greater their sight word knowledge the easier their reading.
It is important to note that sight word recognition is not automatic; the words must be previously taught and practiced by children. This paper would focus on methods I would use in to develop sight word knowledge into my instructional programme.
I would like to highlight however, the reasons I believe why sight words should be taught.
• Firstly, our children would build fluency in their reading and writing. Students are greatly able to increase their reading efficiency when we teach them to read most words they encounter.
• Secondly, I believe their vocabulary would increase, where for example in their speaking and writing, they can draw from a large storehouse of words.
• Not all words can be ‘sounded out’ or are spelt phonetically for example ‘said, who’. These words must be taught as a whole, as
Introduction
Sight words are words which are recognized on sight and do not require any analysis. Sight word knowledge refers to the ability to recognize the pronunciation of words automatically without conscious application of other decoding strategies (Leu and Kinzer, 1999).
One of the benchmarks of a good reader is fluency. LaBerg and Samuels, 1976 define fluency as the process of automatically, accurately and rapidly recognizing words. It is my desire as a teacher to produce excellent readers. The sad reality for me is that, not all students can achieve this. As a teacher I see my task as one in which I must equip my pupils with the skills needed to decode words as they strive to become fluent independent readers.
One way this can be achieved is through the teaching of sight words. As children read, they encounter new words along with familiar words. They utilize the skills they were taught to decode new words for example phonics, syllabication, onset – rime, to name a few. Therefore the greater their sight word knowledge the easier their reading.
It is important to note that sight word recognition is not automatic; the words must be previously taught and practiced by children. This paper would focus on methods I would use in to develop sight word knowledge into my instructional programme.
I would like to highlight however, the reasons I believe why sight words should be taught.
• Firstly, our children would build fluency in their reading and writing. Students are greatly able to increase their reading efficiency when we teach them to read most words they encounter.
• Secondly, I believe their vocabulary would increase, where for example in their speaking and writing, they can draw from a large storehouse of words.
• Not all words can be ‘sounded out’ or are spelt phonetically for example ‘said, who’. These words must be taught as a whole, as
Bibliography: Cooper, D with Kiger, N. 2006. Literacy Helping Children Construct Meaning. Houghton Mifflin.USA. Fry, E., Kress, J., and Fountoukidis, D. 2004. The Reading Teacher’s Book of Lists. Paramus, New Jersey: Prentice Hall. Hall, Sharon. 1999. 485. Activities to reinforce and teach Sight Words (Several). South Lebanon Elementary, South Lebanon, OH Leu and Kinzer, 1999) Nicholson, Tom. 1998. “The Flashcard Strikes Back.” The reading Teacher, 52, 188-192. In Roe, D., Smith, S., Burns, P. 2005. Teaching Reading in Today’s Elementary Schools. 9th Edition. Houghton Mifflin Company. Boston New York. Roe, D., Smith, S., Burns, P. 2005. Teaching Reading in Today’s Elementary Schools. 9th Edition. Houghton Mifflin Company. Boston New York.