What type of words should comprise a student's sight word vocabulary for beginning reading instruction?

What type of words should comprise a student's sight word vocabulary for beginning reading instruction?

• A. Only regular words
• B. Irregular words only
• C. Both regular and irregular words
• D. Words with visual cues only

Answer: (C)

A student's sight word vocabulary for beginning reading instruction should include both regular and irregular words. This is important because sight words are foundational to developing reading fluency. Regular words, which follow common phonetic patterns, help reinforce decoding skills, while irregular words do not conform to standard phonetic rules and often appear frequently in texts. Including both types allows students to recognize words quickly and effortlessly, which is essential for fostering comprehension and encouraging a smooth reading experience. By incorporating irregular words, such as "said" or "the," into their sight vocabulary, students become more adept at navigating real texts, which often contain a mixture of both regular and irregular words. As they encounter these words in context, they can learn to recognize them automatically, allowing them to focus on comprehension and meaning rather than solely on decoding. This comprehensive approach ultimately enhances their overall reading abilities.

A student's sight word vocabulary for beginning reading instruction should include both regular and irregular words. This is important because sight words are foundational to developing reading fluency. Regular words, which follow common phonetic patterns, help reinforce decoding skills, while irregular words do not conform to standard phonetic rules and often appear frequently in texts. Including both types allows students to recognize words quickly and effortlessly, which is essential for fostering comprehension and encouraging a smooth reading experience.

By incorporating irregular words, such as "said" or "the," into their sight vocabulary, students become more adept at navigating real texts, which often contain a mixture of both regular and irregular words. As they encounter these words in context, they can learn to recognize them automatically, allowing them to focus on comprehension and meaning rather than solely on decoding. This comprehensive approach ultimately enhances their overall reading abilities.