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List of Free Decodables

The short vowels skill explainer has everything you need to teach this, including lesson plans, student practice activities, and videos of great classroom instruction.

Review of All Patterns Previously Taught

One-Syllable Magic 'e' (also known as Silent 'e') Words

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Reading Universe | Free Decodable Texts for Each Phonics Skill

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Decodable texts are simple passages or books made for beginning readers that offer practice with specific phonics patterns.

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Directions Peer Conversation Cards w_Variation (136 KB)

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A recent blog post by Tim Shanahan titled "What should morphology instruction look like?" reminded me how important it is to teach students about word parts (i.e., roots, prefixes, suffixes) as a useful tool for determining the meaning of unfamiliar words and growing academic vocabularies.

One of the five components of our Key Vocabulary Routine is Teach Word Learning Strategies, which includes how to look for clues outside the word (use of context) and inside the word (use of word parts) when encountering an unknown word while reading. Outside clues include rereading the sentences before and after the word and using the context of the text. Inside clues come from recognizing meaningful parts of the word, i.e., using morphological knowledge.
Morphemes and Morphological Awareness
Morphemes are the smallest units of meaning in a language. The dictionary defines a morpheme as "a word or part of a word that has a meaning and that contains no smaller part that has a meaning." Morphemes include base words and roots, prefixes, and suffixes. They can be combined in different ways to express particular meaning or to fill grammatical roles. Some morphemes are free - they can stand alone (e.g., cat, walk, govern). Other morphemes are bound - they cannot stand alone and must be attached to another morpheme (e.g., re-, un-, geo, phon, -ed, -ment). Here are some examples:

The word cat contains one free morpheme

The word cats contains one free morpheme (cat) and one bound morphemes (s)

The compound word sandbox contains two free morphemes (sand, box)

The word unfit contains one bound morpheme (un) and one free morpheme (fit)

The word transportable contains three bound morphemes (trans, port, able)

Morphology means the study of word parts, and morphological awareness refers to the ability to recognize the presence of morphemes in words. Research suggests that students can be taught various morphemic elements as a way to determine the meaning of new words (Edwards et al., 2004). Carlisle (2010) analyzed 16 studies about the relation of morphological awareness instruction to key components of literacy development. The findings showed that instruction about word parts was associated with improvements in word reading and spelling, and in determining the meaning of unfamiliar words.
Academic, School Morphemes
Academic vocabulary that must be learned beyond grade three often consists of words that combine a root, prefix, and suffix (e.g., poly + nom + ial = polynomial; manu + script = manuscript). In the upper elementary grades and higher, there are many opportunities to find words in content reading that contain Greek and Latin morphemes. Children in primary grades can begin to learn how morphemes combine by adding common prefixes and suffixes to short Anglo-Saxon words and also compounding them. For example:

jump, jumps, jumped, jumping, jumper

read, reread, reader, nonreader, reading

sunshine, schoolhouse, upstream

There are some limitations to morphemic analysis. Although it is useful, teachers must also make students aware that it doesn't always work. This is because some prefixes are not consistent in meaning (e.g., in- means both not and in). It is also because the meaning of many Greek and Latin roots have changed substantially over hundreds of years, so they no longer lend themselves to literal translation. For example, the literal translation of circumspect should be look around ( circum means around, spect means look), while the real meaning is to be cautious, careful.
Introducing Morphology
One way to introduce word analysis skills is to teach students how words are made up of word parts, and how words can be related in word families, such as the word family below for the Latin root port (to carry).

Keys to Literacy trainers often see examples of teachers using word families when we visit classrooms. Here are some examples:

Another instructional strategy is to have students build word families by providing a main root and then prefixes and suffixes that can be combined with the root to generate words. Word Matrix boxes such as the examples below can be used for this purpose. For more examples, visit Peter Bowers' website
convoy, envoy, convoys, envoys, convoying, convoyed, voyage, voyages, voyaging, voyaged, voyager, voyagers retake, retakes, retaken, retaking, untaken, mistake, mistakes, mistakable, mistakably, mistaken, mistakenly, mistaking, intake, intakes, overtake, overtakes, overtaken, overtaking, undertake, undertakes, undertaker, undertaken, undertaking, undertakings, uptake, uptakes, breathtaking, caretaker, caretaking, takes, taker, taken, taking, takeaway, takeover Teaching Morphology
Here are two additional suggestions from our Key Vocabulary Routine professional development program:

Find opportunistic moments: Often, unplanned moments come up during content instruction to provide examples of word analysis. Words from content vocabulary lists may include common word parts, or an opportunity to make a connection between the root of a new word and a word previously covered in class may arise. Content teachers in particular are in a position to point out examples of words that contain roots, prefixes, and suffixes from content reading material.

School-wide focus: Most of the general academic words that students need to learn are derived words with word parts. A school-wide approach to teaching academic vocabulary involves teachers from different grades and subjects agreeing to focus on a few root words and their associated word families each week or two.

A 2015 piece posted by the Institute for Multi-Sensory Education's blog suggests these strategies for teaching morphology in the classroom based on research by Dr. Nonie Lesaux:

Morphology should be taught as a distinct component of a vocabulary improvement program throughout the upper elementary years.

Morphology should be taught as a cognitive strategy to be learned. In order to break a word down into morphemes, students must complete the following four steps:

Recognize that they don't know the word.

Analyze the word for recognizable morphemes, both in the roots and suffixes.

Think of a possible meaning based upon the parts of the word.

Check the meaning of the word against the context.

Students also need to understand the use of prefixes, suffixes, and roots, and how words get transformed.
Lists of Roots, Prefixes, Suffixes
There is a significant body of research indicating that instruction of prefixes is beneficial, and many vocabulary researchers recommend instruction of the most common prefixes as the first and best component of word analysis (Graves, 2004; Carlisle, 2007). White, Sowell, and Yanagihara (1989) found that 20 prefixes account for almost 97% of the 2,959 prefixed words that most frequently appear in school reading materials. Given how often these 20 prefixes occur, it makes sense to teach their meaning and use. To access a free list of these prefixes, visit the Keys to Literacy free resources page at our website, and go to the Vocabulary section. You will also find free lists of the following:

Common Numerical Prefixes

Common and Useful Suffixes

Common Greek and Latin Roots

References:
Carlisle, J.F. (2010). Effects of instruction on morphological awareness on literacy achievement: An integrative review. Reading Research Quarterly, 45 (4) 464-487.

Carlisle, J.F. (2007). Fostering morphological processing, vocabulary development, and reading comprehension. In R.K. Wagner, A.E., Muse, & K.R. Tannenbaum (Eds.). Vocabulary acquisition: Implications for reading comprehension. New York: Guilford Press.

Edwards, C.E., Font, G., Baumann, J.F., & Boland, E. (2004). Unlocking word meanings: Strategies and guidelines for teaching morphemic and contextual analysis. In James, R. Baumann & Edward J. Kame/ennui (Eds.). Vocabulary instruction: Research to practice. New York: Guilford Press.

Graves, M.F. (2004). Teaching prefixes: As good as it gets? In James, R. Baumann & Edward J. Kame/ennui (Eds.). Vocabulary instruction: Research to practice. New York: Guilford Press.

White, T.G., Sowell, J., & Yanagihara, A. (1989). Teaching elementary students to use word-part clues. The Reading Teacher, 42.

Joan Sedita

Joan Sedita is the founder of Keys to Literacy and author of the Keys to Literacy professional development programs. She is an experienced educator, nationally recognized speaker and teacher trainer. She has worked for over 35 years in the literacy education field and has presented to thousands of teachers and related professionals at schools, colleges, clinics, and professional conferences.

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Using Morphology to Teach Vocabulary - Keys to Literacy

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Suggestions for teaching vocabulary by analyzing word parts.

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Reading Universe | Teaching English Learners: What Every Educator…

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A nationally renowned expert in literacy and language development offers research-based tools for helping English Learners become fluent readers.

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Decodable Text Sources: The Reading League

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Decodable Text Sources: The Reading League

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The Reading League has compiled a list of options, not recommendations, of frequently requested decodable texts.

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Languages across the world have unique phonemic systems. For individuals learning English as a second language, it is common for the phonemic system of their first language to influence the production of sounds in English.

Resources listed below are intended to contribute to foundational awareness of potential cultural and linguistic influences. There are variations within cultures, and regional and dialectal variances exist in all languages. Therefore, a single chart/page on cultural and/or linguistic features is not meant to provide a comprehensive overview. Clinical judgment, client/patient/student and caregiver input, and additional research are needed to ensure culturally responsive services.

How Can I Use This Information?

Speech-language pathologists can use this information to:

Identify sounds in a client's phonological system for languages other than English.

Determine phonemic influences of a client's native language on English.

Identify sounds from the client's first language that may not exist in English or identify sounds in English that do not exist in someone's native language.

Recognize that even if there are similar sounds across two languages, they may not be used the same way. For example, in some languages a sound may only be used at the ends of words and not as a word-initial sound.

Audiologists can use this information to:

Correlate the client's audiogram and the sounds of the client's language(s).

Recognize and respond to amplification needs.

Identify the effect of the individual's phonemic system on speech audiometry assessment.

Modify materials and procedures during speech audiometry assessment.

Phonemic Inventories and Cultural and Linguistic Information

ASHA has compiled resources on the phonemic systems for the following languages:

Amharic

Arabic

Bosnian

Burmese

Chinese

English

English Phonemic Inventory [PDF]
Dialect
Haitian Creole

Hindi/Urdu

Hmong

Japanese

Korean

Navajo

Pashto and Persian

Polish

Russian

Spanish

Somali

Somali (Portland State University)

Tagalog

Vietnamese

Refugee Profiles/Information
ASHA's policy documents state that SLPs and audiologists must consider the sound systems of all the languages used by a client in order to provide appropriate assessment and treatment services.
Websites with Phonemic Inventories

If you have any questions, please contact ASHA's Office of Multicultural Affairs at multicultural@asha.org.

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Phonemic Inventories and Cultural and Linguistic Information Across Languages

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A list of phonemic inventories across multiple languages

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Teaching PA in 2024: A Guide for Educators

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Teaching PA in 2024: A Guide for Educators

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*Teaching PA in 2024 - A Guide for Educators.pdf

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NAIS - Sustaining Readers Through Culturally Responsive Literacy Instruction

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The theme of our sixth-grade English curriculum is windows and mirrors as lenses for reading, enabling students to consider their place in the world. Bishop writes, “Literature transforms human experience and reflects it back to us, and in that reflection we can see our own lives and experiences as…

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Reading Universe | Teaching Reading to Children Who Speak African…

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We are educators, coaches, and advocates offering practical guidance on teaching reading and writing. Our work is research-based, empowering teachers with clear direction.

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Article RIF: Mirrors, Windows, and Sliding Glass Doors

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Article RIF: Mirrors, Windows, and Sliding Glass Doors

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Article from ASHA: Phonemic Inventories and Cultural and Linguistic Information Across Languages

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Article from ASHA: Phonemic Inventories and Cultural and Linguistic Information Across Languages

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Languages across the world have unique phonemic systems. For individuals learning English as a second language, it is common for the phonemic system of their first language to influence the production of sounds in English.

Resources listed below are intended to contribute to foundational awareness of potential cultural and linguistic influences. There are variations within cultures, and regional and dialectal variances exist in all languages. Therefore, a single chart/page on cultural and/or linguistic features is not meant to provide a comprehensive overview. Clinical judgment, client/patient/student and caregiver input, and additional research are needed to ensure culturally responsive services.

How Can I Use This Information?

Speech-language pathologists can use this information to:

Identify sounds in a client's phonological system for languages other than English.

Determine phonemic influences of a client's native language on English.

Identify sounds from the client's first language that may not exist in English or identify sounds in English that do not exist in someone's native language.

Recognize that even if there are similar sounds across two languages, they may not be used the same way. For example, in some languages a sound may only be used at the ends of words and not as a word-initial sound.

Audiologists can use this information to:

Correlate the client's audiogram and the sounds of the client's language(s).

Recognize and respond to amplification needs.

Identify the effect of the individual's phonemic system on speech audiometry assessment.

Modify materials and procedures during speech audiometry assessment.

Phonemic Inventories and Cultural and Linguistic Information

ASHA has compiled resources on the phonemic systems for the following languages:

Amharic

Arabic

Bosnian

Burmese

Chinese

English

English Phonemic Inventory [PDF]
Dialect
Haitian Creole

Hindi/Urdu

Hmong

Japanese

Korean

Navajo

Pashto and Persian

Polish

Russian

Spanish

Somali

Tagalog

Turkish

Vietnamese

Refugee Profiles/Information
ASHA's policy documents state that SLPs and audiologists must consider the sound systems of all the languages used by a client in order to provide appropriate assessment and treatment services.
Websites with Phonemic Inventories

If you have any questions, please contact ASHA's Office of Multicultural Affairs at multicultural@asha.org.

# data[].attributes.attachment_link.title
Phonemic Inventories and Cultural and Linguistic Information Across Languages

# data[].attributes.attachment_link.description
Languages across the world have unique phonemic systems. For individuals learning English as a second language, it is common for the phonemic system of their first language to influence the production of sounds in English. Resources listed below are intended to contribute to foundational awareness of potential cultural and linguistic influences.

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All culturally relevant texts are not equitably yoked. Meaning that to simply have books that feature people of color (dare I say the d word: diverse) or that have content related to social, political, and civil issues is necessary but not sufficient. There needs to be a parsing of your culturally relevant texts, a screening if you will, that indicates levels of authenticity.

The premise is the more authentic the texts, the more equitable and culturally
responsive they will be for not only students of color but also all students. The
question then is, what are the steps to cultural authenticity?

Step 1: Give students access

Today, finding a legitimate argument against ensuring access to texts that
represent traditionally and historically underserved students would be a
challenge. In 2019, having diverse books should be a given, a basic right, not a
choice or a privilege.

Yet there are too many instances where students of color can matriculate from grade to grade and not be exposed to core texts, and in some cases supplemental texts, that are reflective of who they are culturally and linguistically. The first step toward cultural authenticity is grounded in a commitment to guaranteeing access to culturally relevant texts.

Question: Is your school/district committed to giving students access to books that are mirrors and windows?

Step 2: Know your brand of culturally responsive teaching

Whether teaching in a very diverse school setting or with a homogenous population, cultural and linguistic responsiveness is necessary for any classroom, especially as it applies to increasing academic literacy for all students. Variations of culturally responsive teaching (CRT) include culturally responsive pedagogy, culturally relevant teaching, cultural proficiency, cultural competency, and culturally sustaining. Regardless of the name, CRT pushes teachers to recognize their own cultures and the cultures of their students.

When it comes to selecting culturally relevant texts, knowing your brand of CRT is imperative. The brand that fits best with seeking cultural authenticity is cultural and linguistic responsiveness (CLR), which focuses specifically on going to where the students are culturally and linguistically for the purpose of bringing them to where they need to be academically.

The basis of this brand is four words: validate, affirm, build, and bridge. To validate and affirm means making legitimate and positive that which historical institutional knowledge, research, social media, and mainstream media have made illegitimate and negative about traditionally marginalized cultures and languages. Students have been told their cultural and linguistic behaviors are bad, incorrect, insubordinate, disrespectful, and disruptive. In CLR, educators refute this narrative when talking to, relating to, and teaching students.

An equal part of validating and affirming is building and bridging. This is where the focus on school culture or traditional behaviors occurs. These behaviors are reinforced with activities that require expected behaviors in traditional academic settings and in mainstream cultural environments. Ultimately, the goal is for all students to learn situational appropriateness, which is determining what the most appropriate cultural and linguistic behavior is for the situation and to do so without losing one’s cultural and linguistic self in the process.

Questions: What is your brand of CRT, and is it conducive to cultural authenticity?

Step 3: Know the three types of culturally responsive texts

The capacity to be authentic is hinged on how texts are selected and purchased. The selection process must include an awareness of the three types of culturally responsive texts to decide which materials are most authentic and appropriate. The three types of texts are culturally authentic, culturally generic, and culturally neutral.

Culturally authentic texts are the preferred type of text for the culturally responsive educator. A culturally authentic text is a piece of fiction or nonfiction that illuminates the authentic cultural experiences of a particular group—whether it addresses religion, socioeconomic status, gender, ethnicity, nationality, sexual orientation, or geographic location. The language, situations, and illustrations must depict culture in an authentic manner. Examples are The Hate U Give by Angie Thomas (Balzer + Bray), Ghost by Jason Reynolds (Atheneum), and Dreamers by Yuyi Morales (Neal Porter). For more examples of texts, visit responsivereads.com.

Culturally generic texts feature characters of various racial identities but contain few and/or superficial details to define the characters or storylines. Culturally generic texts tend to focus on mainstream cultural values but with the use of nonmainstream characters. Many culturally generic texts qualify as “multicultural.” A current example is Everything, Everything by Nicola Yoon (Ember) and a classic example is Corduroy by Don Freeman (Puffin).

Culturally neutral texts feature characters of “color,” but the stories are drenched with a traditional or mainstream theme, plot, and/or characterization. Culturally neutral texts are the least preferred texts because they are essentially race based. The only aspect of these texts is the color of the character’s skin. Note, however, that there are always exceptions, as there are many quality texts that build literacy skills but are still culturally neutral. What you need to avoid is using a culturally neutral text thinking it is culturally authentic. Examples are the Randi Rhodes, Ninja Detective series by Octavia Spencer (Simon & Schuster) and The Season of Styx Malone by Kekla Magoon (Wendy Lamb).

Question: How many culturally authentic texts are in your library?

When does the road to authenticity begin?

Now! Granted, these three basic steps are easier said than done, but they are the prerequisites to equitable outcomes for your students. A commitment to have culturally responsive texts is a necessary ingredient.

Knowing the brand of culturally responsive teaching you are using will determine your level of authenticity. Understanding the types of culturally responsive texts will give you focus and precision in your journey to responsiveness.

Sharroky Hollie is the executive director of the Center for Culturally Responsive Teaching and Learning, as well as the author of Strategies for Culturally and Linguistically Responsive Teaching and Learning (Shell) and the curator of the Culturally Authentic and Responsive Texts collection (Teacher Created Materials).
Hollie will be a keynote speaker at ILA Intensive: Nevada, a two-day event focusing on equity and access to literacy taking place June 21–22, 2019, in Las Vegas, NV.

This article originally appeared in the May/June issue of Literacy Today, ILA’s member magazine.

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Literacy Daily is a space to connect educators, students, and leaders with the latest news, ideas, tools, strategies, and research in literacy instruction.

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New Research Supports our Diagnostic Decoding Surveys | Really Great Reading

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New Research Supports our Diagnostic Decoding Surveys! Our Surveys Just Received Additional Research-Backing We’re thrilled to share some exciting research news! Our popular Diagnostic Decoding Surveys, a staple in literacy education for over two decades, have gained new support from esteemed researchers at Pittsburg State University’s

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Copy of Brent Conway Simple View Tiered System.docx

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Supplemental Mod 11 Reading Assessment 3.13.24

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Supplemental Mod 10 Reading Difficulties 3.2.24

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Video: Joan Sedita The Role of EF in Reading & Writing

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Video: Joan Sedita The Role of EF in Reading & Writing

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The Role of Executive Functions in Reading & Writing

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In this 2021 webinar, Joan Sedita, the founder of Keys to Literacy, describes executive function skills (goal setting, organizing, cognitive flexibility, working memory, self-monitoring, inhibition) and how they affect reading and writing ability.

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Upper Grade Transition Word & Phrase List

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Upper Grade Transition Word & Phrase List

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Transition Words & Phrases for Primary Grades

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Copy of Expanding Sentence Template Slideshow .pptx

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Etymonline - Online Etymology Dictionary

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The online etymology dictionary (etymonline) is the internet’s go-to source for quick and reliable accounts of the origin and history of English words, phrases, and idioms. It is professional enough to satisfy academic standards, but accessible enough to be used by anyone.

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Freerice is an educational trivia game owned by the UN World Food Programme (WFP). Join our movement to help end global hunger: start playing today!

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Demonstration Version

In this demonstration page, normal input is disabled. You would also normally need to log-in, with a special user name and password.

You can see the effect of normal editing by pressing the example button for each instruction below.

Word sums (one per line; eg. Like + ing --> liking; or just Like + ing)

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In this demonstration page, normal input is disabled. You would also normally need to log-in, with a special user name and password. You can see the effect of normal editing by pressing the example button for each instruction below.

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Considerations for Selecting Vocabulary Words

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Considerations for Selecting Vocabulary Words

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Considerations for Selecting Vocabualry Words

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Word Knowledge Checklist with Traffic Lights

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Routine for Using a Knowledge Rating Checklist

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Routine for Using a Knowledge Rating Checklist

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Instructional Suggestions for English Learners

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CPB Sight Words: Researched Based High Frequency Word List

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CPB Sight Words: Researched Based High Frequency Word List

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Blog: Shanahan Teaching Sight Vocabulary

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Blog: Shanahan Teaching Sight Vocabulary

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I would love to see a blog post on whether to teach sight words/high frequency words, and if there is any useful reason to track whether a student is learning them. My teachers are still teaching them in K and 1st, but more through reading and spelling them, decoding, and encoding them, in and out of text, and not by memorizing their shape. Yet, they are unsure of whether it is worth it to track which words they've learned and how much intervention to provide based on that data.
Shanahan responds:

The short answer to both of your questions is, "yes," but let's make sure everybody gets this right.
What is sight vocabulary?
Sight vocabulary refers to all the words a reader can read or recognize immediately without hesitation or apparent sounding or mediation.
What are high frequency words?
High frequencywords are those that appear relatively often in written or oral language. Frequency is determined by counting the words in texts.
Aren't sight words and high frequency words the same thing?
No, it's important to distinguish these terms. Their confusion may lead to some unfortunate misunderstandings. For example, it may suggest that only certain words can be sight words - that isn't the case. Any word can become a sight word, no matter its source or frequency. Or it may suggest that readers only need a small collection of sight words, 100 or 220 words. The real goal is much more extensive. Or it could lead some to think that rote memorization is the main way to remember words. That's not the case either.
What is the best way to learn sight words?
When I was a first-grade teacher I noticed that early in the year my students had trouble remembering new words. We'd review and review, and the next day, the kids often didn't remember them. Later in the year, I'd introduce new words and that was all it took for many of my students. They seemed to remember those without any effort. What a change!

That means my students weren't only learning words; they were learning how to learn words. Later, researchers (e.g., Ehri, 1998; Ehri, 2014; Share, 2004) provided more systematic proof of what I'd witnessed and more elaborate theoretical explanations (e.g., orthographic mapping, self-teaching). Basically, phonics instruction - along with phonemic awareness and morphology - helps students to form an internal cognitive memory system that allows them to efficiently remember words.

To help kids develop sight vocabularies in the tens of thousands (which is the real goal), we should provide systematic instruction focused on spelling patterns, relationships between letters and sounds and spellings and pronunciations and meanings. That is where most of our word teaching efforts should be focused.
Are there benefits from rote memorization of some words early on?
There is the obvious benefit of motivation. In my experience, learning a bunch of abstract sounds doesn't enthrall the average 5- or 6-year-old, while knowledge of real words can be a source of pleasure and pride. Words give a greater sense of accomplishment.

Also, there's no reason to perseverate on isolated words or word lists for a long period while the students try to master an extensive set of grapheme-phoneme relationships and spelling patterns. Including some high frequency words in a typical phonics curriculum enables students to begin to read texts almost from the beginning and that has both motivational and cognitive benefits (Solity & Vousden, 2009).

Most important, there is considerable evidence showing that students can generalize from memorized words to the decoding of not-yet-known words (Barr, 1972; Brunsdon, Coltheart, & Nickels, 2005; Fletcher-Flinn & Thompson, 2000; Kohnen, Nickels, & Coltheart, 2010; Kohnen, Levlin & von Mentser, 2020; Nickels, Coltheart, & Brunsdon, 2008; Thompson, Fletcher-Flinn, & Cottrell, 1999). As such, it might be best to think of this teaching as part of the phonics curriculum. No one knows exactly what gets stored in memory -- abstract patterns, rules, or even words themselves -- but including words in what we teach seems to help a bit.

Just as abstract spelling patterns and grapheme-phoneme correspondences can be generalized to new words, words themselves can serve as analogies facilitating the reading of new words and the application of decoding skills.
Is it harmful to have students memorize words?
There are folks who make that claim. They say that if you teach students to memorize any words you will disrupt their decoding or encourage guessing.

No research supports those cautions, and some of the sharpest eyes in the room argue against these groundless claims. For example, Castles, Rastle, and Nation (2018) wrote in response to this question:

"In our view, this concern is unwarranted, and the judicious selection of a small number of sight words for children to study in detail has its place in the classroom alongside phonics. As we have discussed, teaching phonics is crucial because it gives children the skills to translate orthography into phonology and thereby to access knowledge about meaning. However, when this is difficult because of spelling-to-sound complexities, there would seem to be a case for teaching children the pronunciations of a small number of such words directly, particularly those that they are likely to see very frequently in the texts they are reading (such as the, come, have, and said). In effect, this ensures that children can relate the visual symbols of writing to spoken language for as many words as possible and as early in their schooling as possible." (p. 15)
Is there evidence showing that teaching students to memorize sight words improves reading achievement?
I depend upon studies designed to determine if the use of a certain curriculum or instructional approach provides a learning advantage to students; particularly those that consider whether that teaching generalizes to overall reading achievement rather than just gains in the skill taught. That kind of gold standard evidence does not exist with sight word teaching.

However, there are several studies showing that including such sight word teaching in phonics curricula can be effective - and even that such inclusion improves performance (Kohnen, Nickels, Coltheart, & Brunsdon, 2008; McArthur, Castles, Kohnen, Larsen, Jones, Anandakumar, & Banales, 2015; Price-Mohr & Price, 2017; Shapiro & Solity, 2008; Solity & Shapiro, 2008; Torgesen, 1999; Vellutino & Scanlon, 1986; Wright & Ehri, 2007). Adding word teaching to the phonics regimen was beneficial both in the regular classroom and with dyslexic students. The inclusion of such word teaching can speed beginning reading progress along a bit (Browder & Lalli, 1991; Colenbrander, Wang, Arrow, & Castles, 2000).
How do you teach a child to memorize a word?
Teaching this kind of memorization is pretty straightforward, but there are some key steps. For instance, it's important to isolate the word from other visual distractions. Students when trying to learn a word need to look at it word, not at pictures or other words in a sentence. Make sure students' attention is on the written word, then say the word and have students repeat it.

It may help to put the word into meaningful context to convey meaning or usage (Miles, McFadden, & Ehri, 2019). I do this orally. When teaching the word "with", the teacher may say something like, "I play with my brother." Who do you play with? With." Students need to link the visual image of the letters "w-i-t-h" to the phonological representation /w/-/i/-/th/, and we want this visual and phonological information linked to the word's meaning and grammatical function.

Have students analyze the letters and sounds of the word. Don't focus on a word's shape, but on its sequence of letters. Have students spell the word. Perhaps ask if they know the sounds of any of those letters, even if the spelling is irregular, and certainly point out any of the letters that have their usual sound. This not only helps students to learn that particular word but to use this knowledge more generally (Murray, McIlwaom, Wang, Murray, & Finley, 2019). Encourage students to visualize the word ("take a picture with your eyes") and get them to write/spell the word without looking. Some teachers use the "copy-cover-compare" approach successfully (Joseph, Konrad, Cates, Vajcner, Everleigh, & Fishley, 2011).

Finally, a bit of drill and practice is in order. Reading that word again and again over time helps with memorization. This is where things like flashcards, word rings, word ladders, and the like can come in handy.
What about text?
When first teaching a word, it is important to isolate it. But remember that one of the purposes for introducing words is to enable earlier text reading. Students should see these words in early instructional texts. They need to be able to read these words not just on flashcards, but in texts. The opportunity to confront these words in varied sentence contexts within controlled vocabulary readers or decodable texts should be part of the ongoing experience that follows their introduction.
Which words should we teach that way?
As has been recommended for 100 years, it is sensible to focus on high frequency words since those will be the most useful to the child's reading. A high frequency word might be taught through memorization if its spelling is irregular or unusual or if the student has not yet learned the phonics skills that would support its decoding. Studies have shown that a relatively small number of words represent a large portion of the words that readers confront in text; for example, the first 100 words account for more than half the words we see in text (Fry, 1980). Knowing such words well should facilitate fluency and allow greater attention to the rest of the words.
Any other instructional advice?
Yes, those estimates of word frequency can be misleading. The first 100 words make up more than 50% of the words in texts, but only if you consider those words along with their common variants. The word "make" is included in those first hundred words, but it's there because of make, making, and makes. That fact should suggest morphological work in which students transform sight words into various forms. What a great opportunity to explore the spellings, pronunciations, and meanings that inflectional and derivational morphemes present.
How many words should we have students memorize in this way?
Sight word teaching tends to be overdone. Some commercial programs go over the top including way too many words. The National Academy of Education released a report in which the experts recommended that kindergartners master about 18-20 such words (including their names). There is no research on this, but I think that is a reasonable (and smart) recommendation.

As for Grade 1, I've long encouraged teachers and parents to make sure students can read the 100 most frequent words in written English (Fry's first 100 words). That sounds like a lot, but it includes those 18-20 words mastered in kindergarten. Likewise, more than 50 of those 100 words can be read directly and completely through the most common grapheme-phoneme relationships (e.g., it, he, but, not), and most of the others can be partially decoded with those skills. Of course, that means not all those words need to be taught through memorization. For second graders, emphasize the 300 most frequent words (which includes the 100 first-grade words - and, again, many of those can be learned and read through decoding).
How much time should be devoted to such word memorization?
I'd not put much time into it... only about 3-5 minutes per day. I've found reports of 30-45-minute sight word memorization lessons, which I think is nuts. I have also located studies of 1-3-minute instruction - which makes me wonder if my 5 minutes is overkill.

Many teachers push at least some of this work out of the classroom. It's an easy thing for parents to help with. One of my favorite principals tested all her first graders on the first hundred words. She gave the results to the teachers and parents and told them the kids needed to know them all by the end of year. Most of the kids nailed it by Thanksgiving, mainly due to parental involvement. Word memorization should be a tiny part of the word knowledge instruction that students receive.
Should we monitor student progress with sight vocabulary?
I think so. That's the only way to know which words the students know and how much progress they are making. But this can be done during the instruction. For instance, while students are practicing reading those words with partners, a teacher can easily and efficiently check several individual students' progress with 10-20 words. No extra testing time needed.
References
Barr, R.C. (1972). The influence of instructional conditions on word recognition errors. Reading Research Quarterly, 7(3), 509-529.

Browder, D.M., & Lalli, J.S. (1991). Review of research on sight word instruction. Research in Developmental Disabilities, 12, 203-228

Brunsdon, R., Coltheart, M., & Nickels, L. (2005). Treatment of irregular word spelling in developmental surface dysgraphia. Cognitive Neuropsychology, 22, 213-251.

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.

Colenbrander, D., Wang, H., Arrow, T., & Castles, A. (2020). Teaching irregular words: What we know, what we don't know, and where we can go from here. Educational and Developmental Psychologist, 97-104.

Ehri, L.C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J.L. Metsala & L.C. Ehri (Eds.), Word recognition in beginning literacy, (pp. 3-40). Mahwah, NJ: Erlbaum.

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. https://doi.org/10.1080/10888438.2013.819356.

Fletcher-Flinn, C. M., & Thompson, G. B. (2000). Learning to read with underdeveloped phonemic awareness but lexicalized phonological recoding: A case study of a 3-year-old. Cognition, 74, 177-208.

Fry, E. (1980). The new instant word list. Reading Teacher, 34(3), 284-289.

Joseph, L.M., Cates, G., Vajcner, T., Eveleigh, E., & Fishley, K.M. (2011). A meta-analytic review of the cover-copy-compare and variations of this self-management procedure. Psychology in the Schools, 49(2), 122-136.

Kohnen, S., Nickels, L., & Coltheart, M. (2010). Skill generalisation in teaching spelling to children with learning difficulties. Australian Journal of Learning Difficulties, 15, 115-129.

Kohnen, S., Nickels, L., Coltheart, M., & Brunsdon, R. (2008). Predicting generalization in the training of irregular-word spelling: Treating lexical spelling deficits in a child. Cognitive Neuropsychology, 25, 343-375.

Levlin, M., von Mentser, C.N. (2020). An evaluation of systematized phonics on reading proficiency in Swedish second grade poor readers: Effects on pseudoword and sight word reading skills. Dyslexia, 26, 427-441.

McArthur, G., Castles, A., Kohnen, S., Larsen, L., Jones, K., Anandakumar, T., & Banales, E. (2015). Sight word and phonics training in children with dyslexia. Journal of Learning Disabilities, 48(4), 391-407.

Miles, K.P., McFadden, K.E., & Ehri, L.C. (2019). Associations between language and literacy skills and sight word learning for native and nonnative English-speaking kindergartners. Reading and Writing, 32, 1681-1704.

Murray, B.A., McIlwaom, M.J., Wang, C., Murray, G., & Finley, S. (2019). How do beginners learn to read irregular words as sight words? Journal of Research in Reading, 42(1), 123-136.

Price-Mohr, R.M., & Price, C.B. (2017). Synthetic phonics and decodable instructional reading texts: How far do these support poor readers? Dyslexia, https://doi.org/10.1002/dys.1581

Shapiro, L. R., & Solity, J. (2008). Delivering phonological and phonics training within whole class teaching. British Journal of Educational Psychology, 78, 597-620.

Share, D. (2004). Orthographic learning at a glance: On the time course and developmental onset of self-teaching. Journal of Experimental Child Psychology, 87, 267-298.

Solity, J., & Shapiro, L. R. (2008). Developing the practice of educational psychologists through theory and research. Educational and Child Psychology, 25, 119-145.

Thompson, G., Fletcher-Flinn, C., & Cottrell, D. (1999). Learning correspondences between letters and phonemes without explicit instruction. Applied Psycholinguistics, 20, 21-50.

Vellutino, F. R., & Scanlon, D. M. (1986). Experimental evidence for the effects of instructional bias on word identification. Exceptional Children, 53, 145-155.

Wright, D., & Ehri, L.C. (2007). Beginners remember orthography when they learn to read words: The case of doubled letters. Applied Psycholinguistics, 28, 115-133.

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Teaching Sight Vocabulary | Shanahan on Literacy

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Teaching Sight Vocabulary, This blog explains why sight vocabulary should be taught, reveals that it should be part of the decoding curriculum, and provides specific advice on how to teach words.

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The Fry Sight Words list is a more modern list of words than the Dolch list, and was extended to capture the most common 1,000 words. Dr. Edward Fry developed this expanded list in the 1950s (and updated it in 1980), based on the most common words to appear in reading materials used in Grades 3-9. Learning all 1,000 words in the Fry list would equip a child to read about 90% of the words in a typical book, newspaper, or website.
The Fry words are listed by the frequency with which they occur and are often broken down into groups of 100. So the first 100 Fry words are the 100 most frequently occurring words in the English language.

1st 100 Fry Sight Words (#1-100) a, about, all, am, an, and, are, as, at, be, been, but, by, called, can, come, could, day, did, do, down, each, find, first, for, from, get, go, had, has, have, he, her, him, his, how, I, if, in, into, is, it, its, like, long, look, made, make, many, may, more, my, no, not, now, number, of, on, one, or, other, out, part, people, said, see, she, so, some, than, that, the, their, them, then, there, these, they, this, time, to, two, up, use, was, water, way, we, were, what, when, which, who, will, with, words, would, write, you, your

2nd 100 Fry Sight Words (#101-200) after, again, air, also, America, animal, another, answer, any, around, ask, away, back, because, before, big, boy, came, change, different, does, end, even, follow, form, found, give, good, great, hand, help, here, home, house, just, kind, know, land, large, learn, letter, line, little, live, man, me, means, men, most, mother, move, much, must, name, need, new, off, old, only, our, over, page, picture, place, play, point, put, read, right, same, say, sentence, set, should, show, small, sound, spell, still, study, such, take, tell, things, think, three, through, too, try, turn, us, very, want, well, went, where, why, work, world, years

3rd 100 Fry Sight Words (#201-300) above, add, almost, along, always, began, begin, being, below, between, book, both, car, carry, children, city, close, country, cut, don't, earth, eat, enough, every, example, eyes, face, family, far, father, feet, few, food, four, girl, got, group, grow, hard, head, hear, high, idea, important, Indian, it's, keep, last, late, leave, left, let, life, light, list, might, mile, miss, mountains, near, never, next, night, often, once, open, own, paper, plant, real, river, run, saw, school, sea, second, seem, side, something, sometimes, song, soon, start, state, stop, story, talk, those, thought, together, took, tree, under, until, walk, watch, while, white, without, young

4th 100 Fry Sight Words (#301-400) across, against, area, become, best, better, birds, black, body, certain, cold, color, complete, covered, cried, didn't, dog, door, draw, during, early, easy, ever, fall, farm, fast, field, figure, fire, fish, five, friends, ground, happened, heard, himself, hold, horse, hours, however, hundred, I'll, king, knew, listen, low, map, mark, measure, money, morning, music, north, notice, numeral, order, passed, pattern, piece, plan, problem, products, pulled, questions, reached, red, remember, rock, room, seen, several, ship, short, since, sing, slowly, south, space, stand, step, sun, sure, table, today, told, top, toward, town, travel, true, unit, upon, usually, voice, vowel, war, waves, whole, wind, wood

5th 100 Fry Sight Words (#401-500) able, ago, among, ball, base, became, behind, boat, box, bread, bring, brought, building, built, cannot, carefully, check, circle, class, clear, common, contain, correct, course, dark, decided, deep, done, dry, English, equation, explain, fact, feel, filled, finally, fine, fly, force, front, full, game, gave, government, green, half, heat, heavy, hot, inches, include, inside, island, known, language, less, machine, material, minutes, note, nothing, noun, object, ocean, oh, pair, person, plane, power, produce, quickly, ran, rest, road, round, rule, scientists, shape, shown, six, size, special, stars, stay, stood, street, strong, surface, system, ten, though, thousands, understand, verb, wait, warm, week, wheels, yes, yet

6th 100 Fry Sight Words (#501-600) anything, arms, beautiful, believe, beside, bill, blue, brother, can't, cause, cells, center, clothes, dance, describe, developed, difference, direction, discovered, distance, divided, drive, drop, edge, eggs, energy, Europe, exercise, farmers, felt, finished, flowers, forest, general, gone, grass, happy, heart, held, instruments, interest, job, kept, lay, legs, length, love, main, matter, meet, members, million, mind, months, moon, paint, paragraph, past, perhaps, picked, present, probably, race, rain, raised, ready, reason, record, region, represent, return, root, sat, shall, sign, simple, site, sky, soft, square, store, subject, suddenly, sum, summer, syllables, teacher, test, third, train, wall, weather, west, whether, wide, wild, window, winter, wish, written

7th 100 Fry Sight Words (#601-700) act, Africa, age, already, although, amount, angle, appear, baby, bear, beat, bed, bottom, bright, broken, build, buy, care, case, cat, century, consonant, copy, couldn't, count, cross, dictionary, died, dress, either, everyone, everything, exactly, factors, fight, fingers, floor, fraction, free, French, gold, hair, hill, hole, hope, ice, instead, iron, jumped, killed, lake, laughed, lead, let's, lot, melody, metal, method, middle, milk, moment, nation, natural, outside, per, phrase, poor, possible, pounds, pushed, quiet, quite, remain, result, ride, rolled, sail, scale, section, sleep, smiled, snow, soil, solve, someone, son, speak, speed, spring, stone, surprise, tall, temperature, themselves, tiny, trip, type, village, within, wonder

8th 100 Fry Sight Words (#701-800) alone, art, bad, bank, bit, break, brown, burning, business, captain, catch, caught, cents, child, choose, clean, climbed, cloud, coast, continued, control, cool, cost, decimal, desert, design, direct, drawing, ears, east, else, engine, England, equal, experiment, express, feeling, fell, flow, foot, garden, gas, glass, God, grew, history, human, hunting, increase, information, itself, joined, key, lady, law, least, lost, maybe, mouth, party, pay, period, plains, please, practice, president, received, report, ring, rise, row, save, seeds, sent, separate, serve, shouted, single, skin, statement, stick, straight, strange, students, suppose, symbols, team, touch, trouble, uncle, valley, visit, wear, whose, wire, woman, wrote, yard, you're, yourself

9th 100 Fry Sight Words (#801-900) addition, army, bell, belong, block, blood, blow, board, bones, branches, cattle, chief, compare, compound, consider, cook, corner, crops, crowd, current, doctor, dollars, eight, electric, elements, enjoy, entered, except, exciting, expect, famous, fit, flat, fruit, fun, guess, hat, hit, indicate, industry, insects, interesting, Japanese, lie, lifted, loud, major, mall, meat, mine, modern, movement, necessary, observe, park, particular, planets, poem, pole, position, process, property, provide, rather, rhythm, rich, safe, sand, science, sell, send, sense, seven, sharp, shoulder, sight, silent, soldiers, spot, spread, stream, string, suggested, supply, swim, terms, thick, thin, thus, tied, tone, trade, tube, value, wash, wasn't, weight, wife, wings, won't

10th 100 Fry Sight Words (#901-1000) action, actually, adjective, afraid, agreed, ahead, allow, apple, arrived, born, bought, British, capital, chance, chart, church, column, company, conditions, corn, cotton, cows, create, dead, deal, death, details, determine, difficult, division, doesn't, effect, entire, especially, evening, experience, factories, fair, fear, fig, forward, France, fresh, Greek, gun, hoe, huge, isn't, led, level, located, march, match, molecules, northern, nose, office, opposite, oxygen, plural, prepared, pretty, printed, radio, repeated, rope, rose, score, seat, settled, shoes, shop, similar, sir, sister, smell, solution, southern, steel, stretched, substances, suffix, sugar, tools, total, track, triangle, truck, underline, various, view, Washington, we'll, western, win, women, workers, wouldn't, wrong, yellow

All Fry Sight Words by group

All Fry Sight Words in order of frequency

All Fry Sight Words in alphabetical order

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The Fry Sight Words list is a more modern list of words than the Dolch list, and was extended to capture the most common 1,000 words. Dr. Edward Fry developed this expanded list in the 1950s (and updated it in 1980), based on the most common words to appear in reading materials used in Grades 3-9.

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The word mapping tool lets you type in a word and see its graphemes and phonemes mapped out. It’s great for teaching phonics!

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Video: Rollins Center Phoneme Pronounciation

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Video: Rollins Center Phoneme Pronounciation

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If you teach students to read, then you know how important building a base of phonemic awareness is. When students are aware of the sounds they are hearing, it helps them encode as they write or spell and decode as they read. Elkonin boxes can be a helpful part of that teaching process. Named after their creator, psychologist D.B. Elkonin, the boxes are a teaching tool that helps students break down words into their component sounds.

How do Elkonin boxes work? It's easy. Each time a student hears a new sound, they drag a colored circle into a new box. For example, the word "see" would have two circles. The first circle for the sound "s" and the second one for the sound "ee." Diagraph or combined letter sounds count as one phoneme. For example, for the word "sheep" there would be three circles for the sounds or phonemes /sh/ /ee/ /p/.

You can easily modify the online Elkonin boxes to fit your lessons by changing the color of the circles and the number of the boxes. Select the color from the drop-down menu by clicking on the blue circle. Tap on the number "2" to select the number of boxes. Clear the Elkonin boxes by pressing the restart symbol.

Visit classplayground.com for more resources and printables related to Elkonin boxes and literacy.

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Elkonin Boxes | Free Educational Activities | Toy Theater

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Online Elkonin boxes make early reading, phonics, and literacy lessons fun and exciting. Students will build awareness of sound and phonemes.

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IDA Article: Building Phoneme Awareness: Know What Matters

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IDA Article: Building Phoneme Awareness: Know What Matters

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Phoneme Awareness Final word 6-27-22.pdf | Powered by Box

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Article: Text Talk: Capturing the Benefits of read alouds

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Article: Text Talk: Capturing the Benefits of read alouds

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Contact an ASHA-certified speech-language pathologist, or SLP.

SLPs help people who have problems with speech, language, and thinking skills. SLPs also work with people who have trouble feeding and swallowing. SLPs can test and suggest ways to help your child.

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ASHA's Developmental Milestones: Birth to 5 Years

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Developmental milestones will help you be familiar with what to expect as your child grows and develops; identify skills to work on with your child and when to get professional assistance; know when to seek audiology and/or speech-language pathology services; and gain valuable information and resources to share with your child's doctor and others.

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Enter names, spin wheel to pick a random winner. Customize look and feel, save and share wheels.

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IES Practice Guide: Teaching Academic Content and Literacy to English Learners

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IES Practice Guide: Teaching Academic Content and Literacy to English Learners

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IES Report: Providing Reading Interventions in Grades 4-9

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IES Report: Providing Reading Interventions in Grades 4-9

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IES Practice Guide: Improving Reading Comprehension K-3

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IES Practice Guide: Improving Reading Comprehension K-3

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IES Report: Foundational Skills to Support Reading for Understanding in Grades K-3

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IES Report: Foundational Skills to Support Reading for Understanding in Grades K-3

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Reading Universe: All About Reading and Writing

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Explore ready-to-use teaching strategies, resources, and concrete answers to common questions about teaching reading and writing -- developed by experts.

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Showing 1 - 10 of 50 Free Children's Books

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Free Children's Books | Free Children's Books Pdf Online | Monkey Pen

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Enjoy reading interesting and beautiful collections of free children's books online and nurture quality reading habit with the free children's books by downloading free children's books pdf

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KBR Modules 1-11 Supplemental Resources.docx

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Phonemic Inventories - Across Languages 

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Phonemic Inventories - Across Languages 

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Languages across the world have unique phonemic systems. For individuals learning English as a second language, it is common for the phonemic system of their first language to influence the production of sounds in English.

Resources listed below are intended to contribute to foundational awareness of potential cultural and linguistic influences. There are variations within cultures, and regional and dialectal variances exist in all languages. Therefore, a single chart/page on cultural and/or linguistic features is not meant to provide a comprehensive overview. Clinical judgment, client/patient/student and caregiver input, and additional research are needed to ensure culturally responsive services.

How Can I Use This Information?

Speech-language pathologists can use this information to:

Identify sounds in a client's phonological system for languages other than English.

Determine phonemic influences of a client's native language on English.

Identify sounds from the client's first language that may not exist in English or identify sounds in English that do not exist in someone's native language.

Recognize that even if there are similar sounds across two languages, they may not be used the same way. For example, in some languages a sound may only be used at the ends of words and not as a word-initial sound.

Audiologists can use this information to:

Correlate the client's audiogram and the sounds of the client's language(s).

Recognize and respond to amplification needs.

Identify the effect of the individual's phonemic system on speech audiometry assessment.

Modify materials and procedures during speech audiometry assessment.

Phonemic Inventories and Cultural and Linguistic Information

ASHA has compiled resources on the phonemic systems for the following languages:

Amharic

Arabic

Bosnian

Burmese

Chinese

English

English Phonemic Inventory [PDF]
Dialect
Haitian Creole

Hindi/Urdu

Hmong

Japanese

Korean

Navajo

Pashto and Persian

Polish

Russian

Spanish

Somali

Somali (Portland State University)

Tagalog

Vietnamese

Refugee Profiles/Information
ASHA's policy documents state that SLPs and audiologists must consider the sound systems of all the languages used by a client in order to provide appropriate assessment and treatment services.
Websites with Phonemic Inventories

If you have any questions, please contact ASHA's Office of Multicultural Affairs at multicultural@asha.org.

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Phonemic Inventories and Cultural and Linguistic Information Across Languages

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A list of phonemic inventories across multiple languages

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The Reading League has compiled a list of options, not recommendations, of frequently requested decodable texts.