Home > Strategies and Skill Development > Print Strategy Families > Memorization > Literature Note - Memorization (Sight Reading)

While decoding requires effective control of phonic decoding strategies for unfamiliar words, efficiency of reading requires instant recognition of familiar words (sight reading) and various other elements, and of course, sight reading requires automatization of the word recognition process. The following references address some of the major issues relevant to the study of sight words.

Suggested Reading
Helman, L. A., & Burns, M. K. (2008). What does oral language have to do with it? Helping young English-language learners acquire a sight word vocabulary. The Reading Teacher, 62(1), 14-19.

Katzir, T., Kim, Y., Wolf. M., O’Brien, B., Kennedy B., Lovett, M., & Morris, R. (2006). Reading fluency: The whole is more than the parts. Annals of Dyslexia, 56, 51–82

Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58(6), 510-519.

Pressley, M. (2006). Reading instruction that works: The case for balanced teaching. New York, NY: Guilford Press.

Torgesen, J. K. (2002) The prevention of reading difficulties. Journal of School Psychology, 40(1), 7–26.

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