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Whether a school administrator, primary teacher, after-school tutor, or home-school parent... Have you ever questioned the validity or effectiveness of children having
to memorize on-going lists of (Dolch) sight words with low spelling or phonetic consistency (especially when listed in randomly phonetic sequence)?
It should be noted that Alphbetically listed sight words is not the same as Phonetically-arranged (via similar sound-spellings) sight words.
There's an alternative approach that few educators or curriculum designers
have rarely considered, besides the typical sight word reading versus phonics-first
programs. Certainly, Integrating Sound-spelling patterns with phonetically-arranged
Dolch sight words is more of a phonics-first approach, that offers effective spelling and sentence context.
This Dolch sight word approach is designed to bridge the gap from primary level curriculum that requires primaries to learn Dolch sight words with existing phonics programs by introducing two similar sound spellings, before a third Dolch sight words as in this front cover sample arrangement. May also be used in 5 word incrments as a reading intervention or sight word vocabulary program.
Each grade level Dolch words in this series were derived from dolchword.net (See Appendix-A). The introduction provides primary teachers with details and footnotes as to how this approach in introducing Dolch sight words was developed