These students will need more deliberate instruction and additional practice opportunities. However, children who struggle learning to decode do not spend a lot of time practicing reading books, and therefore, do not encounter irregularly spelled sight words as often.
Therefore, irregularly spelled sight words can be learned from wide, independent reading of books. While reading a lot of books, they are repeatedly exposed to irregularly spelled, highly frequent sight words, and as a result of this repetition, they learn sight words to automaticity. This reason is because as they begin learning to read, they are taught to be aware of phonemes, they learn letter-sound correspondences, and they put it all together to begin decoding while practicing reading books. Interestingly, skilled readers who decode well tend to become skilled sight word “recognizers,” meaning that they learn irregular sight words more readily than those who decode with difficulty (Gough & Walsh, 1991). It is no wonder that these words need to be learned to the point of automaticity so that smooth, fluent word recognition and reading can take place. One third of beginning readers’ texts are mostly comprised of familiar, high frequency words such as “the” and “of,” and almost half of the words in print are comprised of the 100 most common words (Fry, Kress, & Fountoukidis, 2000). For the purposes of this chapter, sight words are familiar, high frequency words that must be memorized because they have irregular spellings and cannot be perfectly decoded. This is because words that occur frequently in print, even those that are decodable (e.g., “in,” “will,” and “can”), are also often called “sight words.” Of course it is important for these decodable, highly frequent words to be learned early (preferably by attending to their sounds rather than just by memorization), right along with the others that are not decodable because they appear so frequently in the texts that will be read. Since these exception words must often be memorized as a visual unit (i.e., by sight), they are frequently called “sight words,” and this leads to confusion among teachers. Examples of such words are “once,” “put,” and “does.” (Notice that in the word “put,” however, that only the vowel makes an exception sound, unlike the sound it would make in similar words such as “gut,” “rut,” or “but.”) As a result of the irregularities, exception words must be memorized sounding them out will not work. They are “exceptions” because some of their letters do not follow common letter-sound correspondences. A small percentage of words cannot be identified by deliberately sounding them out, yet they appear frequently in print. The third critical component for successful word recognition is sight word recognition.
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