Early Knowledge Of Sight Words

The Simple View of Reading (SVoR) model suggests that children must have language comprehension and word recognition skills to be proficient readers, Medwell et al (2014). Jim Rose’s report (2006, p. 40) outlined the Simple View of Reading as a useful framework, which would make explicit to teachers what they need to teach about word recognition and language comprehension (see appendix 1). Before the Rose report, reading was defined as decoding black marks, Graham and Kelly (2012). After this the searchlights model suggested that phonics, grammatical knowledge, reading comprehension and graphic knowledge are equally useful tools when learning to read, Ward (2008). The Rose report’s Independent Review of the Teaching of Early reading reconstructed this model and created the SVoR. Rose (2006, p. 38) determines word recognition as a process which allows you to use “phonics to recognise words” and language comprehension as the means by which “word information, sentences and discourse are interpreted.” The SVoR suggests that, to become a fluent reader, the skills of language comprehension and word recognition are equally important and dependent on each other. Gough and Tummer first mentioned this model, as stated that “comprehension is not sufficient, for decoding is also necessary” Wyse et al (2013, p.

Now, according to the reading, early literacy abilities are highly dependent upon oral language skills. These oral language skills, such as understanding and expressing using language, typically develop during the

At the age of 5 children recognise some words when looking through book. Their thinking skills increase and gain more memory as their vocabulary grows. Children learn from their different experiences

Whether the task is understanding mathematical word problems, analyzing research articles in science, or summarizing instructions from a shop class manual, it is self-evident that learning cannot occur independently of reading. Furthermore, Trelease cites the 1983 Department of Education report, which reads, “The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children,” (Trelease, The Read-Aloud Handbook, 2013, p. 1). From an evidentiary standpoint, this report draws credibility from a compilation of twenty five years’ worth of research projects and is given its authority because of its connection to the Board of Education. On the same token, Trelease introduces findings from another report, this time from doctors Hart and Risely at the University of Kansas. In short, their findings strongly correlated the volume of words heard at home to student success at school (Trelease, The Read-Aloud Handbook, 2013, p. 2). When the students heard fewer words at home, students were less successful; inversely, when students heard more words at home, students were more successful. In conclusion, Trelease’s ultimate supposition rests on these conclusions: literacy is extremely valuable in general education, while reading aloud is crucial to developing

Sight words hold such importance because they are one way to determine a student’s reading level. These words connect to the idea that, “candidates know how to determine the skill level of students through the use of meaningful indicators of reading and language arts proficiency prior to instruction, how to determine whether students are making adequate progress on skills and concepts, and how to determine the effectiveness of instruction and students' proficiency after instruction.” My understanding of this benchmark comes from the San Diego Quick Assessment we used to assess our scholars at the beginning of the three week program and again at the end. The San Diego Quick is a way to assess a student’s reading ability or level. According to the article “The Graded Word List: Quick Gauge of Reading Ability” written by Margaret La Pray and Ramon Ross, the assessment “is a graded word list, formed by drawing words randomly from basal reading glossaries and from the Thorndike list”. There are thirteen different word lists that determines a scholar’s independent reading level, instructional level, and frustration level. When I assessed the Kindergarteners, I wrote the sight words out on index cards and asked students one by one to come with me to play a game. For Kindergarten, I had to start with the pre-primer level although the directions advise an administrator to start two years below the student’s grade level

While in utero, a child starts to develop its auditory senses. This is supported by the findings that show fetuses responding to sounds that they heard in utero after birth (Feldman, Jankowski & Rose, 2003). While this may be viewed as a good basis to teach reading to infants, it does not provide a wide enough basis to actually comprehend complex linguistics. Memory and attention is another section of cognition that is necessary in order to comprehend reading.

Emergent literacy is important because the literacy development begins earlier than formal schooling. Phonological awareness, letter names, and letter-sound knowledge are essential for beginning reading instruction. Phonemic awareness is a strong predictor of success in the first two years of schooling. Additionally, letter knowledge is the first step to learn the alphabetic principle and one of the most important early reading skills. Several studies investigated Visual Phonics with preschoolers and revealed significant improvements during these fundamental early years.

Fluency is the ability to read a text accurately, quickly, and with expression. Fluency is important because it provides a bridge between word recognition and comprehension. Struggling readers often have a hard time reading because they see unfamiliar words, they may lack comprehension skills or the motivation to read. The study I proposed inspects whether or not students reading fluency will improve due to an increase of sight word recognition activities, motivation and participating in the Accelerated Reader program. This study will include fifteen second grade students within a general education classroom. All twenty-five students within the classroom will receive the intervention, but data will be collected on two small groups with

It is known that babies who are neglected, and who do not get much adult contact, tend to find it much harder later on to learn communication and social skills. It is thought, therefore, that the stimulation of adults and older children communicating with them (even when the baby cannot understand what is being said) is just as important as everything else being done with them. Language is part of everyday sounds that babies listen to hence songs are lovely elements of language that they are thought to enjoy. At around 1 years old, a baby will attempt to speak. However, their pronunciation is often unclear and word are usually spoken singly, rather than in sentences. As language use increases, so does vocabulary. Concepts such as plurals and negatives come in the next 12 months, and sentences become better

Reading aloud is a common practice in primary classrooms and is viewed as an important vehicle for vocabulary development. Read aloud are complex instructional interactions in which teachers choose texts, identify words for instruction, and select the appropriate strategies to facilitate word learning. Reading aloud to children provides a powerful context for word learning. During read aloud interactions, word learning occurs both incidentally and as I stop and elaborates on particular words to provide an explanation, demonstration, or example.

The article is titled “A Comparison of Two Flashcard Drill Methods Targeting Word Recognition” and it is written by Robert J. Volpe, Christina M. Mule, Amy M. Briesch, Laurice M. Joseph, and Matthew K. Burns. One important early literacy skill that plays an important role in reading development is sight word recognition. The authors define sight word recognition as “the development of automatic or effortless word reading that typically requires repeated practice” (Volpe, Mule, Briesch, Joseph, & Burns, 2011). The authors research two different repeated practice methods of using flashcards drills. There are designed to help improve word recognition skills of struggling readers. They include traditional drill and practice (TD) and incremental rehearsal (IR). The purpose of the study is to compare the effectiveness and efficiency of the two methods. TD is a technique that uses flashcards of words that are all unknown to the student. IR is a method in which unknown words are presented incrementally. This means that once the administer presents the unknown word five to nine times, that word becomes the first known word in the sequence. This allows the student to get many opportunities to practice the word. The participants of the study include four children who were all six years old and in the first grade. All children were referred because of word reading difficulties. Two graduate students in the School of Psychology administered the different flashcards methods. Two other

The study conducted chose the objective testing to examine the difference of a child’s understanding of vocabulary, depending on their condition. The study used 72 infants that varied from 12 to 18 months of age, urban and small city demographics, and majority of them were white and came from middle-class families. The study did not take place at a laboratory, but rather in the child’s own home. A best-selling DVD was utilized for a

The DFE set criteria states, “Children should not be expected to use strategies such as whole-word recognition and/or cues from context, grammar, or pictures'' (DFE,2015). However, if we do not add cues such as picture and context cues, how will children comprehend the language and text they are reading? Thus, demonstrating a lag in not just meeting the needs of every individual but, also on the comprehension aspect too. The psycholinguistic work of Goodman (1965) and Brown (1970) support this view and suggested that reading was more about acquiring language than a perceptual process of just decoding. Additionally, studies by Anderson & Pearson (1984) in reading comprehension claimed that meaning was the essential component of reading. Unfortunately, this is where phonics is demonstrating

Infants are linguistic genius. Kuhl (2004, 2009) discovered that babies are born with the ability to make all the discrimination by languages of the world. Infants use computational strategies and statistically calculate the sound of their caregiver talking to discover all the phonemes and words. But babies lose the ability to hear those differences of other nonnative languages. Kuhl, Conboy, Padden, Nelson and Pruitt (2005) proposed the children early speech perception and implicated the “critical period”. They argued that by the end of the first year, there would be a decline in phonetic discrimination of nonnative phonemes and pointed out that a negative correlation between infants early discrimination phonetic skill of native and nonnative languages. More importantly, at the 7 months of age, the native –and nonnative-phonetic discrimination skills predicts the future language skills.

When children experience early speech difficulties they tend to be at risk later on. By being susceptible to language skills early on allows the child (ren) to be more proficiency and react in a way that contributes to them being able to express themselves in a way that causes them to use a variety of different phonemes and at the same time mix and maneuver other language and literacy skills. Numerous studies have found that there is a strong link between language problems, reading and overall academic achievement (Konza, 2006, Snow Burns and Griffin, 1998, Justice and Ezell, 2000).