2. Reading Skills Ladder
1. Basic sight words
2. Using phonetic analysis
3. Using structural analysis
4. Using contextual clues
5. Vocabulary building
6. Finding the main idea
7. Finding the supporting details
8. Interfering meanings, drawing conclusions
9. Classifying and organizing facts
10. Using parts of the book
11. Using the dictionary
12. Using the encyclopedias and other reference books
13. Borrowing library books for research and enjoyment
14. Starting your private library collection
15. Exposure to reading from mass media
16. Reading from the Internet
4. What are sight words?
Sight words
Often also called high frequency sight words.
The Dolch words are the 220 most frequently found
words in books that children read.
Many of these words cannot be sounded out because
they do not follow decoding rules, so they must be
learned as sight words.
They are commonly used words that young children are
encouraged to memorize as a whole by sight, so that
they can automatically recognize these words in print
without having to use any strategies to decode.
These account for a large percentage (up to 75%) of
the words used in beginning children's print materials.
5. These words are usually learned in first and second grade;
students who learn these words have a good base for
beginning reading.
The number of words recognized is the basis for assigning
his/her equivalent reading level.
The scale is as follows:
NUMBER OF DOLCH WORDS ESTIMATED READING LEVEL
RECOGNIZED
0 – 75 Pre-primer
76 – 120 Primer
121 – 170 1st Year
171 – 210 2nd Year
Above 210 3rd Year+
6. a
all
am
an
and
are
at
big
as
away
be
black
brown
by
came
did
again
about
any
ate
after
better
over
always
both
but
around
bring
cold
ask
carry
cut
beacuse
clean
fast
been
could
first
before
done
blue
eat
five
best
don’t
call
fall
fly
buy
draw
can
find
four
does
drink
come
for
give
far
eight
do
get
goes
found
every
down
going
from
full
hurt
7. funny
have
got
gave
know
go
her
green
grow
light
good
him
had
hold
myself
he
his
has
how
never
help
if
hot
just
own
here
into
its
keep
pick
I
laugh
long
kind
right
in
let
made
much
seven
is
live
many
must
shall
it
may
new
now
show
jump
my
not
off
their
like
no
of
once
them
little
old
open
only
then
look
on
please
round
there
make
one
or
sleep
these
me
put
our
small
think
8. out
saw
pull
take
play
said
read
tell
pretty
she
start
thank
ran
sit
say
that
red
some
sing
they
ride
stop
six
this
run
three
soon
too
see
today
ten
try
so
two
upon
under
the
was
us
walk
to
will
who
well
up
work
why
were
we
yes
wish
white
you
yellow
your
with
9. Ehri's Four Phases of Development in Sight
Word
1. Pre-Alphabetic Phase
Beginners connect visual attributes of the word & its
letters to pronunciations & meaning of the word.
For most students, this first phase occurs
through paired associates learning.
As such, the cue is paired with the pronounced word
& stored in long-term memory, rather than learning
letters with their associated letter sounds.
10. 2. Partial Alphabetic Phase
Children begin to learn that certain letters are
associated with letter sounds.
Children begin to use phonological awareness skills
to associate certain letters in the word to pronounce
the word.
They would use partial cues because they had not
yet mastered all phonemes & graphemes.
11. 3. Full Alphabetic Phase
Children become more proficient with letters in words
& their associated phonemes.
As children encounter familiar & new words, they are
able to apply their phonological awareness skills to
segment the word into letter sounds & blend these
sounds back together to pronounce the word.
They can correctly discern between similarly spelled
words.
12. 4. Consolidated Alphabetic Phase
Children are able to pronounce words by recalling
word parts or letter patterns.
They use their knowledge of word parts when they
encounter multisyllabic words in their reading.
Spelling becomes part of the reading process.
Research has confirmed that spelling instruction
improves students' abilities to read & decode words.
14. Phonetics is a branch of linguistics that comprises
the study of the sounds of human speech, or—in the
case of sign languages—the equivalent aspects of
sign
Phonetic Analysis
- is based on the traditional classification of
speech sounds using the International Phonetic
Alphabet (IPA).
- also called phonics, is the study of sound-
symbol or phoneme-grapheme relationships.
- Sounding out words by separating a larger
word into the smaller sounds (both vowel and
consonant sounds and blends) that make it up.
