![]() Several research-based lists of sight words are available for teachers to use when planning instruction or for families to use when working with their children at home. These are irregular words and because they cannot be identified, they must be recognized automatically. The other type of sight words cannot be decoded because they do not follow the typical letter-sound correspondences (e.g., “have,” “there,” “of”). Moreover, these words can provide a student access to connected text in advance of learning the phonics principles otherwise necessary for decoding them (Ehri, 2014). These high frequency words can be read by sounding them out, but they appear so often in text that learning to read them on sight will increase children’s reading fluency (Joseph, Nation, & Liversedge, 2013). The first type includes decodable words that frequently occur in printed English (e.g., “and,” “like,” “get”). Learning certain kinds of sight words enables children to devote their energy to decoding words that are more difficult. ![]() ![]() ![]() Words that can be recognized this way by a reader are known as sight words. Although not a substitute for the critical skill of being able to decode unfamiliar words (referred to as word identification), recognizing some words automatically, or on sight, contributes to reading effortlessly and with understanding (McArthur et al., 2015). Word recognition plays an important role in learning to read. ![]()
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