Buchtel College of Arts and Sciences
Date of Last Revision
Early Childhood Inclusive Teacher Preparation
Number of Credits
Bachelor of Science
Date of Expected Graduation
Teachers have commonly taught sight words through viewing the word as a whole unit and committing it to memory through repetition, but this practice bears little connection to phonics. While this method may work for some, for many students, especially those with specific learning disabilities (SLDs), it is not enough. Through this honors project, the teacher candidate will research new instructional methods based in the Science of Reading, which utilize orthographic mapping, or letter-sound connections, to chunk sight words into recognizable and phonetically regular spelling patterns (Ehri, 2014). To do so, she will investigate a body of evidence from relevant research studies and scholarly articles that have examined the science and findings behind these new methods of sight word instruction conducted in the past twenty years. The goal of the project is to better understand how to explicitly teach sight words in early childhood for meaningful recognition.
Dr. Sarah Cooey
Dr. Gail Evanchan
Honors Faculty Advisor
Dr. Lynn Kline
Proprietary and/or Confidential Information
Powers, Emma J., "A Scientific Approach to Sight Word Acquisition in Early Childhood" (2023). Williams Honors College, Honors Research Projects. 1738.