The Dolch and Fry Sight Words Lists Jump-Start the Road to Reading

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Knowing sight words is one of the basic construction blocks when studying how to read. A sight word is a word that children can read readily without having to sound it out. Sight words also are ordinarily phonetically irregular and used with high frequency in most publications. To lay a foundation for studying how to read it is imperative to introduce sight words to children. This bolsters their reliance until they come to be more able to read the written word. Definitive study that complicated using sight words for reading instruction purposes supports this method. These studies were based on the premise that the English language is made up of some 500,000 words and only about 200 are utilized with regularity in printed text. Edward B. Fry and Edward William Dolch composed practical lists which today are still used and extremely respected by both teachers and parents.

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Dolch, who has a PhD, published a study in the 1940s that transformed the method used for teaching reading. He wrote about his system in a book Problems in Reading and explained that children who can identify a sure core group of words by sight could honestly learn to not only read but also realize better. Dolch methodically composed this list containing some 95 nouns and 220 assistance words. He studied English text, with a focus on children's reading books, and selected words to include in his list. When a young child learns the sight words, she or he becomes a more proficient reader in less time than other learn to read methods.

Then Fry (who has a PhD too) in 1996 wide on Dolch's study and published a book titled 1,000 Instant Words. This book is a compilation of the most coarse of the sight words and the list is arranged so that the most often used ones are given precedence. His study found that a mere 25 words (these words are listed on top) make up almost one third of all items published. He discovered that one hundred words include almost one half of all the publications written. Fry's list was composed based on these facts, as he worked to inspire young children to commit to memory these sight words to jump-start the reading process.

Both men understood how children should learn to read. Through repeated exposure to these regularly used sight words, many of which are phonically irregular, new readers learn to identify them upon sight. This streamlines the studying to read process, allowing sure high frequency words to be recognized instantly, then the child need only to phonetically sound out new words seen in the text.

The Fry and Dolch lists are arranged by levels of advancing difficulty. Dolch's list of sight words was designed to be completely learned and mastered by the 3rd grade. Fry's list, on the other hand, was separated into grade levels specifically for the first 6 grades. Today, however, many educators are pushing students to know most, if not all, of the Dolch list by the first grade and Fry's list by the fourth grade.

Children can have an enjoyable time studying the Dolch and Fry words. Parents and educators use assorted methods to help new readers at once identify sight words. One such arrival is incorporating repetitive exposure to these coarse words into computer or board games. This can be a particularly sufficient method since it is likely to capture and reserve a child's attention.

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