When we talk about “sight words,” we usually mean high-frequency words that students can’t read automatically yet.
And when those words aren’t automatic, fluency slows down fast.
Students may know their phonics, but their reading is still choppy because they’re stopping to figure out small, familiar words over and over again. That constant stopping makes it much harder to stay focused on meaning.
I recorded a short video to clear up what sight words actually are and why how we introduce them matters.
In the video, I share:
What “sight word” really means
Why memorization works briefly, then breaks down
How high-frequency words become automatic through orthographic mapping
A more meaningful way to introduce sight words that supports fluent reading
If sight words have felt like a sticking point for your students, this will help connect the dots.
As always, this is a quick video that respects your time - I get right to the point!
P.S. In The Fluency Formula workshop, we zoom out and look at how automatic word reading, including high-frequency words, fits into the bigger picture of fluent reading. If you want practical routines that support fluency without turning reading into a race, I’d love to have you join us. Register here.
Just a note
We are currently rebranding from The Measured Mom, which was our business name for 13 years.
Because of that, you will still see themeasuredmom.com on many of our resources.
We hope to complete the entire transition by the end of 2026.
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