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Should We Teach High Frequency Words?

Should We Teach High Frequency Words?

High Frequency Words?

As a teacher-publisher, I am a member of quite a few Facebook groups, Pinterest groups, etc. I sell my ELA and reading intervention curriculum on my Pennington Publishing site as well on the monolith: Teachers Pay Teachers. The latter provides a Seller’s Forum, which I infrequently visit.

A seller recently posted this topic:

Sight words – Fry or Dolch? 

I have always used the Dolch list, but notice many people using the Fry list in their products.  Does your school mandate a certain one?  Do you have a preference when looking for sight word materials?

This brings up an important topic. Both the Fry and Dolch lists are high frequency word lists. Each list was developed pre-computer age by groups of grad students counting the number of recurring words in basal readers.

Speaking of the English, teachers in the United Kingdom and many in international schools refer to the high frequency words as “tricky words.” American teachers have generally coined the term “sight words” to refer to high frequency words. This term has some important instructional implications.

Should We Teach Students Sight Words to Improve Reading and Spelling?

My take is that teaching (or more likely practicing and testing) long lists of high frequency reading words (the sight words or tricky words depending upon one’s side of the Atlantic) or using them in spelling instruction is counterproductive. Apologies to Rebecca Sitton, whose list of “No Excuse Spelling Words” still graces the classroom walls of thousands of American teachers’ classrooms. Why is it counterproductive? We need to teach students to rely on the code for reading and spelling. Just as in baseball, we need to teach students to “look for the fastball, but adjust for the curve.” In other words, apply the rule, but adjust for exceptions.

Memorizing lists of 200, 300, 400, 500 high frequency “sight words” treats language acquisition as a process of rote learning and viewing each and every word in isolation. This approach falsely teaches students that every reading and spelling word is an exception. The old Dick and Jane look-say method of reading and spelling instruction has been properly relegated to the instructional dumpster; however, high frequency instruction remains a hold-out to some degree. Why is this so? My take is because “Let’s teach the words students will read and write most often” seems intuitively correct. However, intuition is not science and should not guide our instructional decisions.

But What about Non-phonetic Sight Words?

Included within the lists of high frequency words are a subset of non-phonetic words. I call the 108 (plus or minus depending on list and how one counts inflections) non-phonetic words “outlaw words”; others refer to them as “rule-breakers.” Of the 100 highest frequency English words, many are non-phonetic because they derive from Old English.

Most reading specialists would agree that the “outlaw words” should be introduced concurrently with explicit, systematic phonics instruction. For example, I introduce the 108 highest frequency “outlaw words” two at a time in my 54 Sam & Friends Guided Reading Phonics Books.

However, teaching these “outlaw words” alongside of phonetically regular high frequency words confuses beginning and older vulnerable readers. When we teach these “rule breakers,” we need to make clear distinctions between these words which should not be sounded-out and those which should.

*Sight words assessments (also referred to as word recognition, e.g. The Slosson Oral Reading Test) shouldn’t be confused with instruction.

Before I end, let’s not throw the baby out with the bath water. A few important caveats! I so see value in practicing sight recognition of sight syllables (such as Greek and Latinates, which of course do not all conform to English phonetic rules). Additionally, the approach in my programs such as Teaching Reading Strategies and Differentiated Spelling Instruction includes other non-phonetic approaches, such as rimes (word families) memorization for kids who struggle with the code and high frequency spelling patterns, conventional spelling rules, and derivational influences.

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Mark Pennington, MA Reading Specialist, is the author of the comprehensive assessment-based reading intervention curriculum, the Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books BUNDLEIdeal for students reading two or more grade levels below current grade level, tiered response to intervention programs, ESL, ELL, ELD, and special education students. Simple directions, YouTube training videos, and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program. Phonological awareness, phonics, syllabication, sight words, fluency (with 128 YouTube modeled readings), spelling, vocabulary and comprehension. The 54 accompanying guided reading phonics books each have comprehension questions, a focus sound-spelling pattern, controlled sight words, a 30-second word fluency, a running record, and cleverly illustrated cartoons by David Rickert to match each entertaining story. These resources provide the best reading intervention program at a price every teacher can afford.

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books BUNDLE

Interested in seeing how I introduce the non-phonetic “outlaw words” and my phonics instructional sequence in my reading intervention program? Want the example words to blend for each of the sound-spellings? You’ll love this FREE download:

Get the Instructional Phonics Sequence FREE Resource:

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