![]() These students could read words that followed spelling patterns they had learned and practiced, but they struggled learning words that made no sense to them from a sound–spelling viewpoint. (Indeed, they were having difficulty reading all the high-frequency words in the lists.) All four students had difficulty reading those words when they were mixed into lists with other high-frequency words. None of the four students could spell more than two of the words accurately. The high-frequency words the students were responsible for knowing in this lesson were the color words: blue, red, yellow, orange, purple, and green. ![]() ![]() Her students had learned to read CVC words and this was their first lesson with digraphs. We observed her teaching the digraph th to a group of four Tier 3 first grade students. It is as if the high-frequency words are a special set of words that need to be memorized and can’t be learned using sound–symbol relationships.Ī number of years ago, a teacher we respect enormously asked for help because many of her Tier 2 students and all of her Tier 3 students in first and second grades were failing to learn high-frequency words, even though they were progressing in their phonics lessons. For years we have been struck that even schools embracing research-based reading instruction teach high-frequency words through rote memorization. We have visited many schools to observe intervention lessons and core reading instruction.
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