High Frequency Words

Powerful Essays
CHAPTER I
THE PROBLEM AND ITS SETTING

Introduction High frequency words (sight words) are words that students encounter frequently in reading and writing. It is critical that readers and writers develop automaticity (automatic recognition), a skill that leads to fluency. Many beginners in reading need explicit instruction with repeated practice to learn the high frequency words. By third grade, most students have initially come across high frequency words. If pupils are reading grade level passages frequently, they learn to internalize them. For pupils in third grade and beyond, explicit instruction is needed. Do students fully understand what they are reading? Are they able to express verbally or in written communication what they have read? Teachers need to guide pupils to become independent. High frequency words are words that are used most often in a reading material. High frequency or sight words are developed through extensive exposure to text and a student’s surroundings. High frequency words should be recognized and read automatically. Pupils should remember and use the high frequency words they previously learned either through verbal or written communication.. However, many students nowadays experience reading difficulties. In short, reading difficulties can be caused mainly by the following factors: Immature / earlier language development. Sensory impairment (visual and auditory perceptual processing), Emotional factors, Cognitive reasoning and information processing factors, Earlier access to appropriate teaching and involvement in contexts in which reading is not a valued activity.
Background of the Study Reading is one of the most important things that a person should learn. Its importance must be a focal point in education since educational researchers have found that there is a strong correlation between reading and academic success. Good readers can comprehend ideas, follow arguments, and detect implication. And through these reasons,



References: Clay, Marie M. (2005) Literacy Lessons Designed For Individuals. Auckland, N.Z: Education. Coane, J. H., Balota, D. A., Dolan, P. O., & Jacoby, L. L. (2011). Not all sources of familiarity are created equal: the case of word frequency and repetition in episodic Throop, Sara (1999) Success with Sight Words: Multisensory Ways to Teach High Frequency Words, Creative Teaching Press. Hall, J. (1954). Learning as a function of word-frequency. American Journal of Psychology, 67, 138–140. Hicks, J. L., Marsh, R. L., & Cook, G. I. (2005). An observation on the role of context variability in free recall and Cognition, 31(5), 1160-1164. Ward, G., Woodward, G., Stevens, A., & Stinson, C. (2003). Using overt rehearsals to explain word frequency effects in free recall Martini, Juliane Oliviera P. 2012. High Frequency Vocabulary in a Secondary Quebec ESL Textbook Corpus. Concordia University, Montreal, Quebec, Canada.

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