 You know it’s the end of the summer when the back-to-school ads return, everyone is buying their state fair tickets (in New York), and the leaves on the trees start changing colors, which seems to be happening earlier and earlier. The back-to-school transition brings with it a lot of emotions: excitement about entering a new grade and reuniting with friends, anxiety about joining a new classroom, meeting new classmates and teachers, concern about the difficulty of the classwork or tests, and sometimes fear of separating from parents. For kids with learning disabilities, autism spectrum disorders, anxiety, ADHD or other disabilities, these back to school transitions can be even more challenging.
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Written by Kelli Johnson August 18, 2015 @ 9:30 am  Consider for a moment how the landscape of early reading instruction would look if “sight words,” often seen in the form of Word Walls or word lists sent home for children to memorize, ceased to exist. At the risk of sounding like a heretic within the field of education, this scenario is not far from what I’d like to propose.
Specifically, I would like to see us redefine what truly qualifies as a sight word, as many traditional “sight words” that children are asked to memorize can easily be decoded when a phonics approach is applied. |
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