Measures and References: References: Sight Recognition

Return to References: Sight Recognition factor page.

Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

Fry 1000 Instant Words List: (Fry & Kress, 2006): Assesses Sight Recognition skills in English by using the 300 words that make up about 65% of all written material

References

Arra, C. T., & Aaron, P. G. (2001). Effects of psycholinguistic instruction on spelling performance. Psychology in the Schools, 38(4), 357-363.

Boyer, N., & Ehri, L. C. (2011). Contribution of phonemic segmentation instruction with letters and articulation pictures to word reading and spelling in beginners. Scientific Studies of Reading, 15(5), 440-470.

Burns, M. K., & Helman, L. A. (2009). Relationship between language skills and acquisition rate of sight words among English language learners. Literacy Research and Instruction, 48(3), 221-232.

Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5-51.

Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5-21.

Ehri, L.C. (1995). Stages of development in learning to read words by sight. Journal of Research in Reading, 18(2), 116-125.

Fry, E. B., & Kress, J. E. (2006). The reading teacher's book of lists (5th ed.). San Francisco, CA: Jossey-Bass Publishers.

Griffin, C. P., & Murtagh, L. (2015). Increasing the sight vocabulary and reading fluency of children requiring reading support: The use of a Precision Teaching approach. Educational Psychology in Practice, 31(2), 186-209.

James, K. H. (2017). The importance of handwriting experience on the development of the literate brain.

Johnston, F. R. (2000). Word learning in predictable text. Journal of Educational Psychology, 92(2), 248-255.

Joshi, R. M., Treiman, R., Carreker, S., & Moats, L. C. (2008). How words cast their spell. American Educator, 32(4), 6-16.

Miles, K. P., Rubin, G. B., & Gonzalez, & Frey, S. (2018). Rethinking sight words. The Reading Teacher, 71(6), 715-726.

Moats, L. C. (2005). How spelling supports reading. American Educator, 6(12-22), 42.

Ouellette, G. P. (2006). What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98(3), 554-566.

Rawlins, A., & Invernizzi, M. (2019). Reconceptualizing sight words: Building an early reading vocabulary. The Reading Teacher, 72(6), 711-719.

Steacy, L. M., Fuchs, D., Gilbert, J. K., Kearns, D. M., Elleman, A. M., & Edwards, A. A. (2020). Sight word acquisition in first grade students at risk for reading disabilities: An item-level exploration of the number of exposures required for mastery. Annals of Dyslexia, 70(2), 259-274.

Treiman, R., & Kessler, B. (2013). Learning to use an alphabetic writing system. Language Learning and Development, 9(4), 317-330.

Uhry, J. K., & Shepherd, M. J. (1997). Teaching phonological recoding to young children with phonological processing deficits: The effect on sight-vocabulary acquisition. Learning Disability Quarterly, 20(2), 104-125.