![]() We suggested that the students learn high-frequency words according to spelling patterns, and not according to frequency number or theme. 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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