The list is divided by grade level from Pre-K through third grade, but many educators believe that these words should be mastered by first grade.
The list contains 220 of the most commonly used words that should be recognized by first sight. One list is called the Dolch Word List, created by E.W. There are several sight word lists for emerging readers. Children who are able to instantly recognize sight words are more likely to be confident readers because over 50-70 percent of the general English text is made up of sight words. When children recognize sight words within three seconds, they are also more likely to comprehend what they are reading. Children who are able to quickly and instantly recognize sight words are more likely to become more fluent readers who read at a good speed because they are not stopping to try to decode every word. As a result, children must learn to recognize these words automatically, or at first sight.
Most sight words cannot be decoded or sounded out, and they are also difficult to represent with a picture. These sounds usually follow basic spelling rules or phonetic principles, but there are some words that did not follow rules.
#KINDERGARDEN SIGHT WORDS TEST HOW TO#
When we teach children to read, we are basically helping them to crack a code. Children learn to hear and say the sounds of the alphabet and then how to blend those sounds to make words. One critical skill that children need in order to build solid foundational reading skills is sight word recognition. (Contains 13 figures.No matter whether kindergarten children will be learning in person, online, or a hybrid of the two, parents and teachers are still focused on ensuring their emerging readers develop a love for reading while learning to read effectively and efficiently.
The results showed significant gains in Dolch sight word acquisition in favor of the multisensory approach. A paired t-test was conducted for comparing the effect of traditional flashcard method and the multisensory approach on kindergarteners' sight word recognition. This included using Dolch sight words in contextual form, writing, sky writing, spelling, and drawing, while using textured surfaces and the color red to signify the Dolch sight word. The multisensory approach consisted of using visuals, kinesthetic-tactile movements, and auditory and mnemonic skills. The flash card method involved flashing Dolch sight words to participants, discussing the word, and using it in a sentence, while repeating the process until words were read correctly by participants. A posttest was administered to collect data on learned Dolch sight words after the two weeks of instruction was complete for both types of instruction. There five unknown Dolch sight words used for the flash card method for a total of two weeks, and there were five additional unknown Dolch sight words used for the multisensory approach for a total of two weeks. Ten words were selected from a collective list of unknown Dolch sight words. Instrumentation for pretest and posttest were the Dolch sight word pre-primer and primer list. A quasi-experimental action research with a pretest-posttest same subject design was implemented to determine if there is a different effect of the flash card method and the multisensory approach on kindergarteners' achievement in sight word recognition, and which method is more effective if there is any difference.
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