![]() The issue is HOW we teach them, and WHEN. There is nothing wrong with having lists of high frequency words that students should learn. Is there anything wrong with using the Dolch and Fry lists? Instead, he focused on teaching students to memorize the most common high frequency word from his Fry Lists, which contain all parts of speech.Īccording to Fry, in his book, How to Teach Reading, students should learn the first 100 words in their first year of school, the second hundred in the second year, and the third hundred in the third year. He did acknowledge that teachers should teach phonics, but he didn’t have much to say about it. For example, “yellow” is on the pre-primer list, but “if” is on the third grade list.Įdward Fry, like Edward Dolch, believed in the look-say method of teaching reading. However, these groupings really don’t make sense. You’ve likely found lists of Dolch words organized by grade level. This list of 220 words contains no nouns Dolch later created a set of 95 nouns, but his original list consists of “service words” because these words appear in any type of text, no matter the content. Curated word list from Dolch and Fry to help prepare students grade levels Pre K through third grade for successful learning. However, his original list of 220 high frequency words remains popular today. Therefore, we need to seriously question completely abandon Dolch’s approach. ![]() In his book, Teaching Primary Reading, Dolch even stated that first graders should learn only sight words, and teachers should wait until second grade to introduce phonics (!!).įor decades, the science of reading has shown the importance of beginning phonics instruction. ![]() (Now that we understand how the brain learns to read, we understand that this is a faulty method of teaching reading). He believed that reading instruction should begin by teaching children to memorize words based on their shape. Edward Dolch in 1936.ĭolch was a proponent of the “look-say” method of teaching reading. So, while there are many more words on the Fry lists and it will obviously take longer for students to master them all, doing so will dramatically increase their fluency and comprehension.Our goal for our students is that they turn high frequency words INTO sight words.īut where do we get these high frequency words FROM?Įnter Dolch and Fry. Teachers can choose to use both lists or just focus on one. Just like the words on the Dolch lists, some of these are regular, or decodable words, and some are irregular, or non-decodable, words as well as being high-frequency words that children will encounter often while reading and writing. MobyMaxs Sight Words module covers all of the words in both the Dolch and Fry Sight Word lists. Fry Sight WordsĪs I pointed out above, the Fry sight words are made up of 1,000 common words, nouns included, and these words are broken up into ten different groups or lists. Edward Fry in 1957 and then updated again in 1980.Īnd while the main Dolch lists consist of just 220 words, the Fry sight words list is comprised of 1,000 of the most commonly found words in print, and students that master all 1,000 words will know roughly 90% of the words that they come across in their daily reading and writing. The Fry sight words, on the other hand, were first compiled by Dr. Well, the Dolch list was first compiled and published in 1936 and hasn’t really been updated since. ![]() Now, I’ve written about the Dolch lists before and you can more about those here, but personally, I prefer to teach the Fry lists as I feel that they are more comprehensive and have been updated more recently than the Dolch lists. While I’m sure that you could find a million different sight word lists on the internet today that have compiled several different high-frequency words, the Fry and Dolch lists are probably the most well-known and the most commonly used.ĭeciding to use one over the other is more often than not a matter of personal preference. ![]()
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