In this phase, learning sight words will be extremely difficult because words are learned by their shape or “picture”, not by the individual letters or word patterns. can “pretend read” a book they’ve heard before and may even sound like they are reading the story word-for-word.Such as look (because it has two “eyes” in the middle)
may remember a few sight words because of their shape or “picture”.have trouble learning words apart from pictures or logos.can “read” environmental print (example: “Mommy, that says Chick-Fil-a!” when they see the sign for Chick-Fil-a).do not understand the connection between letters and sounds to help them read words.have a very limited knowledge of letters (know very few letters or letter sounds).Phase 1: PRE-ALPHABETIC learners typically… *Disclaimer: Learners with other reading differences, like dyslexia, may not fit into these categories so neatly If your child is struggling in this area, maybe Ehri can offer you some help. She also explains in her article how each of these phases affects sight word knowledge. In her article, she lists 5 stages of word learning, but I’m only going to focus on the first three for the sake of time. She explains that there are phases of development in word learning with a typical learner.
Her article Phases of Word Learning, published in Reading & Writing Quarterly in 1995, was VERY helpful to me in understanding how kids learn words. My developmental philosophy has been grounded by the authors of Words Their Way, and Linnea Ehri, a nationally known reading researcher. My approach to literacy has and always will be a developmental approach. I’ve been asked a few questions recently about what do when sight words just aren’t “sticking” for a child.
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