The Development of Sight Vocabulary

doi:10.1002/trtr.1953

Cited by 3 publications

(5 citation statements)

References 7 publications

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“…With this meaning, not all high‐frequency words are recognized “by sight” but can become so over time when the conscious application of grapheme–phoneme (letter–sound) decoding is no longer needed. Making this distinction, Anderson and Scanlon (2020) note that even low‐frequency words can become sight words once automatic processing proficiency is reached.…”

Section: What Are Sight Words?mentioning

confidence: 99%

“…The most frequent 100–300 words in a child's print exposure will typically account for approximately 50%–70% of the words a child reads. Having automatic recognition of these words assists fluency, comprehension, and the learning of new words in context (Anderson & Scanlon, 2020). As Rawlins and Invernizzi (2019) put it, they provide “the gas in the tank to propel the reading machine forward” (p. 711).…”

Section: Why Are Sight Words Important?mentioning

confidence: 99%

“…Children need extensive input so they can learn words incidentally (Seidenberg et al., 2020). Commercial reading programs typically seed their graded readers with their target sight words because repeated exposure during reading is essential for turning a word into a sight word, that is, developing automaticity in word recognition (Anderson & Scanlon, 2020).…”

Section: Pedagogy and The New Sight Wordsmentioning

confidence: 99%

“…This paper focuses on one of the most widely used resources, the high‐frequency wordlists commonly called “sight words” (Anderson & Scanlon, 2020). In this article, a new research‐based list of high‐frequency words is released for teachers, the Children's Picture Book Sight Words ( cpb sight words ).…”

Section: Introductionmentioning

confidence: 99%

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The CPB Sight Words: A New Research‐Based High‐Frequency Wordlist for Early Reading Instruction

Green,

Keogh,

Prout

2024

The Reading Teacher

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This paper focuses on one of the most widely used resources by reading teachers duringearly‐emergent literacy, the high‐frequency wordlists commonly called ‘sight words. Existing sight word resources available to teachers are extremely outdated and/or methodologically unsound. In this Teaching and Learning in Action article, a new research‐based listof high‐frequency words is released for teachers, the Children’s Picture Book Sight Words (cpb sight words).

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Section: What Are Sight Words?mentioning

confidence: 99%

Section: Why Are Sight Words Important?mentioning

confidence: 99%

Section: Pedagogy and The New Sight Wordsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The CPB Sight Words: A New Research‐Based High‐Frequency Wordlist for Early Reading Instruction

Green,

Keogh,

Prout

2024

The Reading Teacher

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“…This binary, sometimes referred to as the 'reading wars' (Castles et al 2018;Rhyner 2020) has been recognised as a false one. The hybrid balanced approach blends teaching learners to read for meaning with explicit phonics instruction (Petscher et al 2020, Scanlon & Anderson 2020.…”

Section: Conceptual Framework: Roles Of the Readermentioning

confidence: 99%

What are we really teaching? The implications of including phonics instruction in Group Guided Reading

van der Mescht

2023

Reading & Writing

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Background: In the context of the ongoing crisis in early reading literacy in South Africa, this article gives insight into teacher practices which reduce learners' opportunities to read continuous text for meaning.Aim: This ethnographic study investigated the microcosm of teacher practices in well-resourced environments.Setting: A purposive sample was drawn of three Grade One teachers in former Model C primary schools for intensive investigation of their literacy teaching practices. A pilot study established that a literacy teaching event resembling Group Guided Reading was attended every day by every learner in these classrooms and therefore provided the focal event in the research.Method: Micro-ethnographic classroom observations, with accompanying video recordings and transcriptions were the primary data sources. Interviews provided narrative and descriptive data. Data were analysed by means of qualitative content analysis and discourse analysis.Results: Findings suggested that the introduction of flashcards and texts designed for phonics practice into a methodology designed to promote reading for meaning has a cumulative impact on the time teachers spend on discussion, modelling comprehension strategies and silent reading. Potentially this limits learners to only one of the four roles of a reader, that is, a reader as code breaker. Conclusion:Findings caution against teachers making changes to the requirements of explicit teaching methodologies. The aims of Group Guided Reading are not achievable when phonics instruction reduces engagement with continuous text.Contribution: This article, by critiquing a practice, encourages teachers and teacher educators to consider the balance between whole-language and phonics-based approaches.

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Vocabulary Acquisition by Multilingual Students With Extensive Support Needs During Shared Reading

Frates

Spooner

Collins

et al. 2022

Research and Practice for Persons with Severe Disabilities

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The current study examined the effects of a shared reading instructional package on the receptive identification of English sight vocabulary in multilingual learner students with extensive support needs. Two participants received the intervention, one in a face-to-face format and one in a videoconferencing format (due to the COVID-19 pandemic). To establish experimental control, the researchers used a multiple probe design with conditions across word sets and replicated across participants. Results showed both students met criterion on word sets as a result of the intervention. Considerations in interpreting the results for classroom implementation and future research are discussed.

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The Development of Sight Vocabulary

Abstract: This department highlights some of the foundational aspects of early reading and literacy instruction. Building on research‐based practices, it offers readers a new way to look at early reading and literacy.

Cited by 3 publications

References 7 publications

The CPB Sight Words: A New Research‐Based High‐Frequency Wordlist for Early Reading Instruction

The CPB Sight Words: A New Research‐Based High‐Frequency Wordlist for Early Reading Instruction

What are we really teaching? The implications of including phonics instruction in Group Guided Reading

Vocabulary Acquisition by Multilingual Students With Extensive Support Needs During Shared Reading

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