Sight words definition1/2/2024 ![]() The strands of Word Recognition include Decoding, Phonological Awareness, and Sight Word Recognition. It is surmised that if a student is weaker in one strand, the strength of the other strands can still help the student comprehend what she is reading. Just like a true rope, the more strands present and the stronger each strand is, the stronger the rope is. Scarborough believed that the elements of Word Recognition and the elements of Language Comprehension all weave together into the rope of Reading Comprehension. The Simple View of Reading formula states:ĭecoding x Language Comprehension = Reading Comprehensionįrom this grew Scarborough's Reading Rope as conceived by Dr. At the very basic level is the Simple View of Reading Theory which states that there are two elements that combine to result in Reading Comprehension. The Science of Reading is undergirded by theories of how students learn to read and comprehend text. Rather when we continue to consume valid research and identify “converging evidence” from multiple studies across varied contexts, we have the opportunity to fine-tune our practice in the interest of meeting the individual needs of each and every student.īefore focusing on this post’s topic, please let me again highlight the foundation for this series. Students have no time to waste as we scamper down rabbit holes in search of some magical elixir or shiny new curriculum. While there is much good and much to be learned, I believe that we must always proceed cautiously when we begin to tinker with pedagogy and instructional practices. Conradi Smith and the three powerful articles she cites from leading researchers in the field of literacy demonstrate the inherent need to be cautious consumers when it comes to advice on teaching and learning. What are sight words, and why and how should they be taught?Īs we get going, I want to pause for a moment and share with you a thread related to the Science of Reading that I came across on Twitter posted by William and Mary professor Dr. Seemingly a simple concept, there is still much for EdLeaders to understand when they walk into a classroom and find Word Walls listing sight words and consider which words are present, which are not, and how long they should be displayed. ![]() In this fourth blog post, I am planning to tease out the strand of sight word recognition. In the third blog post, I found a strand of the Reading Rope that evokes consensus among literacy experts on both sides of the reading wars in the strand of background knowledge. In the second blog post of this series, I spent time unpacking fluency with the differing opinions among thought-leaders as to how to build a reader's ability to read with speed, accuracy, and proper expression. If you have not read that blog post or listened to the corresponding EdLeader episode, I would like to encourage you to spend a few moments with it as it grounds the series and undergirds the deconstruction of Reading Comprehension that I am attempting. In the first blog post of this series, I spent time introducing the Science of Reading within the background of the Reading Wars that have been raging for some time between Balanced Literacy proponents and Science of Reading advocates. ![]()
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