a whole word approach through which students learn to automatically recognize important, high-frequency words without decoding.
are words a reader recognizes instantly. We normally store sight words as a biproduct of decoding.
Words that a reader recognizes without having to sound them out. Some sight words are "irregular," or have letter-sound relationships that are uncommon. Some examples of sight words are you, are, have and said.
words that do not follow any standard pronunciation pattern and so must be memorized. Words that cannot be ‘sounded out' such as, said, some, they. Sight words can also be words that are so common that they should be recognized without any conscious mental effort (words like ‘the' ‘and' ‘of' etc).
Words a child can recognize on sight without aid of phonics or other word-attack skills.
also referred to as "high frequency words" these are words that students should be able to identify by simply looking at them. They are often words that occur commonly in written text (and, the, they, with, etc.)
As used in the Early Childhood Longitudinal Study, Kindergarten Class of 1998 (ECLSâ€“K), this reading skill is one in which the reader can recognize common words by sight.
are words that are immediately recognizable as whole words and do not require word analysis for recognition.
Commonly occurring words that children are expected to recognize instantly as wholes.