Sight vocabulary is a part of the phonics method. It describes words that are stored in long-term memory and read automatically. Skilled fully-alphabetic readers learn to store words in long-term memory without memorization (i.e. a mental dictionary), making reading and comprehension easier. The process, called orthographic mapping, involves decoding, crosschecking, mental marking and rereading. It takes significantly less time than memorization. This process works for fully-alphabetic readers when reading simple decodable words from left to right through the word. Irregular words pose more of a challenge, yet research in 2018 concluded that "fully-alphabetic students" learn irregular words more easily when they use a process called hierarchical decoding. In this process, students, rather than decode from left to right, are taught to focus attention on the irregular elements such as a vowel-digraph and a silent-e; for example, break (b - r - ea - k), height (h - eigh - t), touch (t - ou - ch), and make (m - a- ke). Consequentially, they suggest that teachers and tutors should focus on "teaching decoding with more advanced vowel patterns before expecting young readers to tackle irregular words".
sight vocabulary is a part of the phonics method it describes words that are stored in long-term memory and read automatically skilled fully-alphabetic readers learn to store words in long-term memory without memorization (ie a mental dictionary) making reading and comprehension easier the process called orthographic mapping involves decoding crosschecking mental marking and rereading it takes significantly less time than memorization this process works for fully-alphabetic readers when reading simple decodable words from left to right through the word irregular words pose more of a challenge yet research in 2018 concluded that "fully-alphabetic students" learn irregular words more easily when they use a process called hierarchical decoding in this process students rather than decode from left to right are taught to focus attention on the irregular elements such as a vowel-digraph and a silent-e; for example break (b - r - ea - k) height (h - eigh - t) touch (t - ou - ch) and make (m - a- ke) consequentially they suggest that teachers and tutors should focus on "teaching decoding with more advanced vowel patterns before expecting young readers to tackle irregular words"