title: Review of research on sight word instruction.
abstract: This review of 20 years of literature on sight word instruction for individuals with handicaps identifies several effective procedures. These procedures are described for the two types of learning required in sight word instruction--word recognition and comprehension. Criteria for procedural selection are recommended. Research limitations are critiqued with suggestions provided for further evaluation of sight word instruction.
authors.affiliation: Department of Counseling Psychology, School Psychology & Special Ed., Lehigh University, Bethlehem, PA 18015-4792.
authors.forename: D M
authors.initials: DM
authors.lastname: Browder
authors.forename: J S
authors.initials: JS
authors.lastname: Lalli
mesh_terms: D004495:Education of Persons with Intellectual Disabilities; D006801:Humans; D007360:Intelligence; D011939:Mental Recall; D011932:Reading; D012153:Retention, Psychology; D014706:Verbal Learning; D014825:Vocabulary