Reading by Sight. Topics in Early Reading Coherence [microform] / Sebastian Wren
- Bib ID:
- 5686263
- Format:
- Book and Microform
- Author:
- Wren, Sebastian
- Online Version:
- https://eric.ed.gov/?id=ED458559
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- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 2001
- 5 p.
- Summary:
-
When children first learn that symbols can be used to represent ideas or spoken words, they begin with the assumption that the whole symbol represents the whole word. To become competent readers with reading vocabularies in the 50,000-75,000 word range, children need to learn to decode words rather than simply memorizing them. Decoding words is much more generative and flexible and requires much less attention and memory. Children who can decode words are able to break down new, unfamiliar words, and arrive at a phonological code that they can communicate with others. An often stated goal of many reading teachers, reading programs, and even state standards documents, however, is that the teacher will enhance the child's repertoire of "sight words." The concept of sight words has foundations in the "Look-Say" approach to reading instruction, and the sight word lists that were created before World War II, such as the Dolch list, are still used. There is no clear empirical evidence that teaching very young children to memorize a few basic and common words is harmful. However, teaching children in the first and second grades to memorize words only detracts from one of the primary goals of reading instruction--as early as possible, children need to learn to attend to the letters within the words, and to decode the words, and children need to become so proficient at this skills that words are decoded rapidly and effortlessly. (NKA)
- Notes:
-
- Availability: Southwest Educational Development Laboratory, 211 E. 7th St., Austin, TX 78701-3281. Tel: 800-476-6861 (Toll Free); Web site: http://www.sedl.org. For full text: http://www.sedl.org/reading/topics.html.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- Southwest Educational Development Lab., Austin, TX
- Available From:
- ERIC
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 2001
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