It may very well result in them becoming avid readers over time and develop crucial learning techniques they can employ in future endeavors.Ĭhildren, upon learning sight words, connect their existing understanding of the word (meaning and pronunciation) with its spelling. Not only will these children come across the same words in advanced books, but the entire process of learning sight words will polish their overall vocabulary skills. Sight word education has far-reaching benefits that extend beyond the realm of simply helping kids read. With analytic phonics, you recognize the “_ark” sound pattern and add the “l” to it. With synthetic phonics, you would treat each letter separately, so you review the “l”, the “a” etc. There are two approaches using phonics, each considered to be better than memorizing sight words: (a) synthetic phonics, where the reader learns the sound of each letter, then combines them to form the word, and (b) analytic phonics – where the child is taught how to spot graphemes within words and use that knowledge to pronounce other words.Īn example might be to know the word “bark” and then read “lark”. This is far easier than dealing with the ~15,000 English syllables. If a young reader learns these, s/he is ready to build a memory bank of sound and letter combinations. It is estimated that there are only 44 most common combinations of letters and sounds – including the basic letters and vowel sounds, along with combinations such as “-ing”, “th” and “sh”. Students will be taught to recognize graphemes – which are phonemes blended together – to not just read and memorize letters and then guess. The science of reading teaching decodables is markedly different. The problem with memorizing sight words, without any basis for phonetic patterns, is that many sight words become irregular – something that taxes the mind unduly without some other association. If the correct usage is the first one, children will often autocorrect in the other two cases and read as if “whose” had been repeated thrice. For example, in the absence of visual clues, imagine that there are slight misspellings in a common word used in a paragraph – say “whose”, “who’s” and “whoosh”. Memorizing sight words has now been scientifically proven to induce confusion in young readers since they get to reading things “in context”. Many times, these words do not have an accompanying image. We frequently encounter sight words in our reading and writing.
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