HIGH FREQUENCY WORDS, DOLCH WORDS, AND SIGHT WORDS:
Differences Explained

C. Wilson Anderson, Jr., MAT

Educators have been using the terms, “Sight Words, High Frequency Words, and Dolch Words” as if they are interchangeable. They are not!

“Sight Words” are those words, usually Anglo-Saxon in origin, that must be memorized because of their non-phonetic structure and high degree of usage in the English language, and words such as “come, said, two” would be three examples.

“High Frequency Words” are those words that are phonetic, but those words have such a high degree of frequency in the English Language, that they must be learned long before any phonetically based series would teach the concept. Words such as “a, down, please, three” would be four examples.

Edward Dolch, Ph.D. did his work in the 30’s and 40’s and created at least seven versions of the “Dolch Words” and each of these lists is different. Some of the lists have been re-structured as words to be learned at certain levels. This practice was considered appropriate until the concept of “literature based instruction” became the norm and “sight words” popped in and out of the stories based upon the needs of the story, not in regard to someone’s list”.

Thanks to the use of the computer, and by the early work of Hannah, Hodges and Hannah, and Edward Fry, Ph.D., words have been listed by the frequency of usage in the English language (The Reading Teacher’s Book of Lists, Prentice Hall, 1984). It is estimated that that these 229 words control 12% of the language and a great deal of the comprehension. Color words, number words, and most of the prepositions are also included.

Generally speaking, these words must be learned by the end of the second grade at the 100% level of mastery. Many educators have been taught that an 80% mastery is acceptable. Let me rephrase that! “Matthew will safely cross the street 80% of the time.” No one would accept that percentage! Others may think that a test score of 80% is perfectly acceptable. That is true if it were the score on an academic knowledge basis. No one should use subject-matter, test scores recommendations as the basis of “skill level testing” which must be at the 100% level, especially for important words such as the “high frequency, sight and Dolch words”.

After extensive work, I offer this list, based upon high frequency usage, and actual “sight words” in five grouping of words that have been alphabetized for the teachers, convenience.

Group One-

Sight Words
come, is, one, said, to, two, where

High Frequency Words
a, and, away, big, blue, boy, color, down, find, for funny, girl, go, help, here, I, in, it, jump, little book, make, me, my, name, not, play, print, red, run, see, the, three, up, we, yellow, you (44)

Group Two-

Sight Words
are, do, have, pretty, there, want, what, was, who

High Frequency Words
all, am, at, ate, be, black, brown, but, came, cat, did, eat, four, get, good, green, he, into, like, must, new, nine, no, now, on, our, out please, ran, ride, saw, say, she, so, soon, that, they, this, too, under, well, went, white, will, wish, with, yes (56)

Group Three-

Sight Words
again, any, as, could, from, give, has, his, live, of, once, put*, some, were, would, should

High Frequency Words
after, an, ask, by every, fly, going, had, her, him, how, just, know, let, may, old, open, over, round, stop, take, thank, them, then, think, walk, when, why (44)

Group Four-

Sight Words
been, both, buy, could, does, don’t, goes, many, pull*, their, your

High Frequency Words
always, around, because, before, best, call, cold, fast, first, five, found, gave, green, its, made, off, or, read, right, sing, sit, sleep, tell, these, those, upon, us, use, very, wash, which, work, write (44)

Group Five-

Sight Words
done, laugh, full*, shall, today, together, only

High Frequency Words
about, better, bring, carry, clean, cut, draw, drink, eight, fall, far, got, grow, hold, hot, hurt, if, keep, kind, light, long, much, myself, never, own, pick, seven, show, six, small, start, ten, try, warm (41)

* There is an on-going and lively discussion as to the usefulness in teaching this as an alternative “short u” sound. I decided to “put, pull and push” them in the sight word list because of their immediate need.

Of course, the textbook’s scope and sequence will dictate which words will be taught and when. Because there are too many students who have not learned their sight words, in remediation, there has to be a systematic way of deciding which words need to be taught first, second, etc. I would opt for teaching the words according to the established frequency in the language.

I would also suggest that five different ways to teach sight word be employed to guarantee the mastered knowledge. Using the approaches will reach the learning styles of all of the students.

The flash card approach-

The teacher holds the flash card and says the word; the students keep their eyes on the stimulus word; students repeat the word; later the word goes on the “word wall”. Students read “word wall” sight words in random order.

The Slingerland Approach-

The teacher holds the word, or the word is on an overhead. The teacher says the sight word; the students echo the word; the students keep their eyes on the stimulus word; students trace the letters of word in the air with two pointing fingers and a stiff arm as they name each letter; the students then underscore the word as they say the word again.

Project Read Approach-

The teacher holds the word, or the word is on an overhead. The teacher says the sight word; the students keep their eyes on the stimulus word; the students echo the sight word as they hit their appropriate shoulder; the students name the letters as they tap down their arm; the students sweep the arm and say the word again.

VAT-K Approach-

The teacher holds the word, or the word is on an overhead. The teachers says the sight word; the students echo the sight word; the students keep their eyes on the stimulus word and trace the letters on the desk top the letters as they are named. The students then underscore the word as they say the word again.

The Fernald Approach-

Students are provided with a large copy of the word. The teacher says the word; the students echo the word; the students say the word as they trace over the letters of the provided sight word.

Finally, there are additional “learned” words that students will encounter throughout their school years. That is the topic for another article.

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