How might teaching high frequency words with brain-based instructional strategies impact first grade students' automatic word recognition and fluency?

Kristin Blom

Details

Seminar Title

Concept/Strategy

Focus of the Research

Phonemic awareness, orthographic mapping, connected texts, constant time delay and incremental rehearsal with flashcards

Grade Level

Research Was Applied

1st Grade

Relevant Grade Level

Connections

Elementary

Discipline

Where Research Was Applied

Reading

Additional Discipline Areas

I see Application to

Writing

Invitation/Commercial

How can I make sure that sight words, or high frequency words, "stick" for my students? If high frequency words are a stumbling block in your students' reading fluency development or you are interested in brain-based early literacy instruction, then this session is for you! In this seminar we will explore the connections between learning high frequency words and other components of literacy. We will discuss best practices for explicitly teaching as well as reinforcing these words for all students, including our readers who struggle most. This session would be ideal for early elementary educators (K-2), literacy interventionists, and some special education teachers. It would also be relevant for upper elementary educators looking for strategies to help students who are still building emergent reading skills. You will leave this session with several research-based, easy-to-implement strategies to improve your methods of teaching high frequency words. Ultimately, this discussion will help you connect one piece of the early literacy instruction puzzle to help your learners become fluent, confident, and motivated readers!