Recognizing sight words automatically is said to be advantageous for beginning readers because many of these words have unusual spelling patterns, cannot be sounded out using basic phonics knowledge and cannot be represented using pictures. Advocates of whole-word instruction believe that being able to recognize a large number of sight words gives students a better start to learning to read. The advantage for children being able to recognize sight words automatically is that a beginning reader will be able to identify the majority of words in a beginning text before they even attempt to read it therefore, allowing the child to concentrate on meaning and comprehension as they read without having to stop and decode every single word. Sight words account for a large percentage (up to 75%) of the words used in beginning children's print materials. However, some researchers say that two of the most significant problems with sight words are: (1) memorizing sight words is labour intensive, requiring on average about 35 trials per word, and (2) teachers who withhold phonics instruction and instead rely on teaching sight words are making it harder for children to "gain basic word-recognition skills" that are critically needed by the end of grade three and can be used over a lifetime of reading. The term sight words is often confused with sight vocabulary, which is defined as each person's own vocabulary that the person recognizes from memory without the need to decode for understanding. Sight words were introduced after whole language (a similar method) fell out of favor with the education establishment. High frequency sight words (also known simply as sight words) 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.
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