Both of these lists were originally created to use the “look-say” method (essentially whole language approach).
There are two main lists that most teachers pull from: the Dolch and Fry Lists, that include the most frequently occurring words in children’s texts. The fancy word for “sight word” is orthographic lexicon,or the words that a reader can read automatically and without any effort.Technically, the goal is to make every word a “sight word” but in the beginning, it is helpful for students to know these particular high-frequency words since they account for 75% of words in print.This includes words that are fully decodable and words that have some irregularities.Because they are words that our students will most likely encounter in a text, we often work hard to help these become “sight words”. High-frequency words are words that are the most occurring in print.Now I define sight words as words that can be read instantly and effortlessly (“on sight”). I eventually learned that the research points to more effective methods of teaching “sight words”. However, it certainly was not the case with many of my students. This turned out to be true for some of my students. I used the flash card method mostly, with the belief that if my students saw these words enough times, they would memorize them. I also thought of them as words that needed to be memorized as a whole. I used to think of sight words as words that couldn’t be sounded out and needed to be memorized. Often the term is used interchangeably to mean a few things: high-frequency words, irregular words, and words that students recognize on sight. In fact, my definition of “sight words” has even changed. When you hear the words “sight word instruction”, what do you think of? I can honestly say that my idea of what “sight word instruction” means and looks like has drastically changed over the years.
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