Sight Words: Kindergarten Curriculum
- Aria Dana
- Aug 14
- 13 min read
Updated: Sep 1
What They Are and How to Help Your Child Learn Them?
Sight words are the common words that young children are encouraged to recognize instantly, without having to sound them out. These words often appear frequently in reading and writing, but many cannot be easily decoded using phonics rules.
The Dolch Basic Sight Word list has been considered the gold standard tool in schools to determine young readers' sight word automaticity, containing 220 high-frequency words that are essential for early literacy development.
Some examples of sight words include:
the
and
is
you
said
These words represent some of the most frequently encountered words in children's reading materials. Research shows that high-frequency words like these appear consistently across various texts and are critical for developing reading fluency.
Why Sight Words Matter?
Learning sight words is a key step in early literacy because it supports:
Reading Fluency: Recognizing these words instantly helps children read more smoothly and quickly. Studies demonstrate that sight word training significantly improves reading fluency, with participants showing substantial gains in word recognition speed.
Comprehension: When kids don't have to stop and sound out every word, they can focus on understanding the story. Research indicates that automatic word recognition frees up cognitive resources for higher-level comprehension processes.
Confidence: Instant recognition builds reading confidence and encourages a love for books. Educational interventions using sight words have been shown to increase learners' engagement and motivation.
Effective Teaching Methods for Sight Words

Sight Word Flashcards
Sight word flashcards are small, portable cards that display one word per card, designed to help children instantly recognize common words without decoding them phonetically.
Benefits:
Builds instant word recognition for high-frequency words
Encourages repetition and memorization in short, manageable sessions
Promotes interactive learning through games, matching, and quizzing
Portable and flexible: can be used anytime, anywhere
Research demonstrates that flashcard interventions are highly effective for sight word acquisition. Studies show that gradual repetition using flashcards resulted in significant improvements in sight word recognition, with some participants achieving over 90% accuracy in word recognition. Digital flashcards have also proven effective, with students showing notable progress in word reading skills.
Example Use: Parents or teachers can show a card to the child and ask them to read it aloud, or create games where children match flashcards to words in a story.
Here are the products you may try:
Think Tank Scholar 520 Sight Words Flash Cards – Ages 3–9 🔗
520 sight words from Dolch & Fry lists. Jumbo, coated cards with bold letters for easy reading. Includes 6 teaching methods and 6 fun learning games. Answers on back for quick practice.
BenBen Sight Words Flash Cards, 350 Dolch & Fry Words 🔗
Double-sided flashcards with sight word, sentence, and image. 350 words in 5 levels, color-coded for easy sorting. Laminated, durable, jumbo-sized for small hands. Includes word list, teaching tips, and game ideas.
Lapare Audible Learning Toy with Music – 520 Sight Words 🔗
Talking flash cards with 520 sight words for toddlers. Reads words aloud with American pronunciation and plays 4 songs. Covers letters, numbers, shapes, colors, animals, vehicles, and food. Engaging sounds and images make learning fun for ages 1–5.
School Zone Sight Words Flash Cards – Ages 5+ 🔗
56 double-sided cards with 55 sight words and 1 parent card. Large, easy-to-read letters with colorful illustrations. Helps children recognize and pronounce common words. Rounded corners for easy handling.
Torlam 520 Sight Words Flash Cards – Kindergarten & Homeschool 🔗
520 double-sided flashcards in 5 levels covering up to 80% of beginner book vocabulary. Includes 6 teaching techniques, 3 fun games, and customizable cards for writing words or numbers. Jumbo, easy-read cards with 4 rounded edges and 5 rings for organized sorting. Ideal for Pre-K to 3rd grade.
Scholastic Sight Words Flash Cards – First 100 Words 🔗
54 colorful, double-sided cards featuring the first 100 Fry List words. Includes 50 sight word cards and 4 activity cards.
Kuovei Talking Flash Cards – 240 Sight Words 🔗
Talking flashcards with 240 sight words for ages 1–5. Comes with a card reader that pronounces each word. Double-sided cards, USB rechargeable, no screen to protect eyesight.

Sight Words Workbooks
Sight words workbooks are structured books containing exercises, activities, and practice sheets focused on teaching children to read, write, and spell sight words in a step-by-step format.
Benefits:
Provides guided practice to reinforce learning
Combines reading, writing, and tracing exercises for multi-sensory learning
Helps children retain sight words longer through repeated, structured exposure
Encourages independent practice at home or in the classroom
Research on multisensory approaches shows that combining visual, auditory, tactile, and kinesthetic elements significantly improves reading learning ability. Studies demonstrate that multisensory instruction has a positive impact on reading speed and increases students' confidence and motivation.
Example Use: Children complete exercises such as tracing words, filling in missing letters, or using sight words in short sentences, strengthening both recognition and writing skills. Research indicates that handwriting with pencil promotes acquisition of letter knowledge compared to other writing methods.
Products you may try:
My Sight Words Workbook: 101 High-Frequency Words Plus Games & Activities! 🔗
Engaging workbook for kids ages 4–6 to learn 101 common sight words. Activities include speaking, tracing, writing, and using words in sentences. Bonus puzzles and games reinforce learning. Colorful, illustrated, and motivational for classroom or home use.
200 Must Know Sight Words Activity Workbook – Ages 5–8 🔗
Spiral-bound workbook for learning, tracing, and practicing 200 high-frequency sight words. Helps children ages 5–8 improve reading and writing skills.
Little Skill Seekers: Sight Words 🔗
Colorful workbook that helps children learn and recognize sight words with speed and accuracy. Builds spelling skills and strengthens reading foundation for early literacy success.
100 Words Kids Need to Read by 1st Grade – Scholastic 🔗
Workbook reinforces 100 essential sight words for reading, spelling, writing, and comprehension. Includes fill-in-the-blank stories, word riddles, puzzles, contextual stories, "Guess the Word" activities, word sorting, irregular verb practice, and proofreading exercises. Suitable for Pre-K to 1st grade.
Learn to Read: A Magical Sight Words and Phonics Activity Workbook – Ages 5–7 🔗
Workbook with 40+ sight words, word recognition drills, and fun puzzles. Uses images of words for easier learning. Includes magical creatures like unicorns, mermaids, and dinosaurs. Suitable for Preschool, Kindergarten, and 1st grade.
Scholastic Sight Word Readers, Set of 25 Hardcover 🔗
Set of 25 little books teaching 50 high-frequency words. Includes mini-workbook with writing exercises and fun activities. Builds reading skills, confidence, and independent reading for preschool to early grades.
My First Sight Words And Sentences: Activity Book For Children 🔗
Introduces 51 frequently used sight words with easy sentences. Builds early reading skills, word understanding, and handwriting through engaging activities.

Sight Word Games
Sight word games are interactive activities designed to make learning sight words fun and engaging, often involving movement, matching, or competition.
Benefits:
Makes learning playful and memorable, boosting engagement
Reinforces sight word recognition through hands-on or team-based activities
Develops memory, attention, and reading fluency in a stress-free way
Flexible for home, classroom, or small group settings
Research consistently shows the effectiveness of game-based learning for sight word acquisition. Word game bingo resulted in approximately 30% improvement from baseline to treatment, with terminal levels of correct responding exceeding 90%.
Example Use:
Bingo: Match sight words on cards to words called out. Research shows that bingo games significantly improve vocabulary acquisition among primary students.
Memory Game: Flip cards to find matching sight words. Studies demonstrate that memory games improve visuospatial skills and cognitive abilities.
Hopscotch Words: Write sight words on floor squares and call them out as the child hops. Research on movement-based learning shows that integrating physical activity with academic content benefits both motor skills and cognitive development.
Board Games & Apps: Turn reading practice into interactive challenges. Studies reveal that digital game-based learning combined with traditional methods significantly enhances learning outcomes.
Products you may try:
Active Minds Sight Words Magnets – Ages 5+ 🔗
60+ magnetic sight word pieces for building sentences and learning key words. Works on any magnetic surface. Supports reading, writing, vocabulary, early learning, and motor skills. Ideal for home or classroom use.
hand2mind Reading Readiness Activity Set – Magnetic Wands & Chip Set 🔗
Multisensory learning kit for kindergarten. Includes magnetic wand, 52 lowercase alphabet chips, 24 two-letter sound chips, 3 “by-heart” chips, and 14 double-sided activity/game cards. Supports CVC word games, sight word practice, letter matching, and early spelling
Learning Resources Sight Word Swat 🔗
Build reading, spelling, and vocabulary skills with up to 4 players. Color-coded flies for Pre-Primer to Third Grade. Swat the correct Dolch sight word after it’s called out. Includes 110 double-sided flies covering 220 high-frequency words.
THE FIDGET GAME Sight Words – Pre-K to 3rd Grade 🔗
Interactive game combining flashcards, popping mats, and dice. Helps kids recognize, read, spell, and master Dolch sight words. Multi-player, durable, and travel-friendly. Makes learning fun and engages children while supporting reading comprehension.
Aizweb Sentence Building – Sight Word Games for Kindergarten to 2nd Grade 🔗
108-piece puzzle set for sentence building. Includes 65 sight word puzzles, 29 photo word puzzles, 8 punctuation puzzles, 6 blank puzzles, 2 dry erase markers, and a double-sided sentence board. Multi-sensory tool to strengthen sight word recognition, early reading, and writing skills.
Sight Word Bingo Game – 120 Words, Levels 3 & 4 🔗
Bingo game to help kids recognize and read 120 sight words. Includes 12 double-sided boards, 120 calling tokens, 100 chips, and a storage bag. Two difficulty levels for progressive learning. Multiple game variations for engaging, interactive play.
Sight Words Hopscotch Primer Set Paperback 🔗
Physical activity game with 26 double-sided tiles to practice sight words. Includes rules and optional activities. Covers Pre-Primer to Third Grade, over 200 sight words to learn through play.
Research-Based Evidence for Effectiveness
Multiple studies confirm the effectiveness of combining different sight word teaching methods. Research involving students with specific learning disabilities showed that a four-week intervention program using Dolch sight words with multiple rounds of instruction and practice improved word recognition ability and reading fluency. The number of errors made by students decreased, and the time required to complete reading tasks improved.
Studies on deaf kindergarteners demonstrated that reading racetrack games showed a functional relation between the intervention and participants' acquisition of sight vocabulary. Similarly, research on students with autism and cognitive impairment found that incremental rehearsal flashcard interventions were effective for all participants.
Tips for Parents: Using a combination of flashcards, workbooks, and games makes learning sight words engaging and effective, giving your child the foundation to become a confident, fluent reader. Research supports that educational games increase learner engagement, improve knowledge absorption and retention, and provide opportunities for real-world application. The integration of multiple teaching approaches creates a comprehensive learning environment that addresses different learning styles and reinforces sight word recognition through various modalities.
“There is no ‘best’ method in teaching; the best is the one that works for your child.”
References:
Abdullah Mohammed Al-Kandari, Z. (2023). The effect of using flashcards on developing Dolch sight word recognition skills among primary school pupils in Kuwait. مجلة کلية التربية (أسيوط), 0(0), 0-0. https://doi.org/10.21608/mfes.2023.213076.1557
Alkinj, I., Alkinj, O., & Al-Laimoun, M. (2025). The efficacy of the reading racetrack intervention in enhancing sight-word fluency among elementary students with reading difficulties. International Journal of Innovative Research and Scientific Studies, 8(3), 1554-1562. https://doi.org/10.53894/ijirss.v8i3.6836
Aloizou, V., Linardatou, S., Boloudakis, M., & Retalis, S. (2024). Integrating a movement‐based learning platform as core curriculum tool in kindergarten classrooms. British Journal of Educational Technology, 56(1), 339-365. https://doi.org/10.1111/bjet.13511
Alqraini, F. M. (2025). Evaluating the effectiveness of strategic incremental rehearsal for sight word acquisition in hard of hearing students. American Annals of the Deaf, 169(5), 444-459. https://doi.org/10.1353/aad.2025.a957985
Bibi, A., & Pujari, J. (2023). Teaching sight-words to enhance word recognition and reading fluency of students with specific learning disabilities at the primary level. MIER Journal of Educational Studies Trends and Practices, 336-355. https://doi.org/10.52634/mier/2023/v13/i2/2444
Bibi, A., & Pujari, J. (2023). Teaching sight-words to enhance word recognition and reading fluency of students with specific learning disabilities at the primary level. MIER Journal of Educational Studies Trends and Practices, 336-355. https://doi.org/10.52634/mier/2023/v13/i2/2444
Breitfeld, E., Potter, C. E., & Lew-Williams, C. (2021). Children simultaneously learn multiple dimensions of information during shared book reading. Journal of Cognition and Development, 22(5), 744-766. https://doi.org/10.1080/15248372.2021.1939353
Candra, K. I., Leonia, R. A., & Suyantri, E. (2024). The effectiveness of educational games in understanding learning English for kindergarten students Bunga Bangsa school, Indonesia. Jurnal Ilmiah Profesi Pendidikan, 9(3), 1916-1922. https://doi.org/10.29303/jipp.v9i3.2612
Candra, K. I., Leonia, R. A., & Suyantri, E. (2024). The effectiveness of educational games in understanding learning English for kindergarten students Bunga Bangsa school, Indonesia. Jurnal Ilmiah Profesi Pendidikan, 9(3), 1916-1922. https://doi.org/10.29303/jipp.v9i3.2612
Davenport, C. A., Konrad, M., & Alber-Morgan, S. R. (2018). Effects of reading racetracks on sight word acquisition for deaf kindergarteners. The Journal of Deaf Studies and Deaf Education, 24(2), 173-185. https://doi.org/10.1093/deafed/eny038
Eduvala, B. E. (2025). Teaching approaches and reading skill levels of kindergarten learners: Bases for an enhanced pre-reading instructional program. International Journal of Education Humanities and Social Science, 08(02), 857-885. https://doi.org/10.54922/ijehss.2025.0960
Ersland, A. (2014). Using Different Strategies to Aid in the Acquisition of Sight Words for Students with Specific Learning Disabilities.
Estrada-Plana, V., Martínez-Escribano, A., Ros-Morente, A., Mayoral, M., Castro-Quintas, A., Vita-Barrull, N., Terés-Lleida, N., March-Llanes, J., Badia-Bafalluy, A., & Moya-Higueras, J. (2024). Benefits of playing at school: Filler board games improve Visuospatial memory and mathematical skills. Brain Sciences, 14(7), 642. https://doi.org/10.3390/brainsci14070642
Finn, C. E., Ardoin, S. P., & Ayres, K. M. (2022). Effects of incremental rehearsal on sight word and letter acquisition among students with autism and cognitive impairment. Journal of Applied School Psychology, 39(2), 179-200. https://doi.org/10.1080/15377903.2022.2113946
Gejl, A. K., Malling, A. S., Damsgaard, L., Veber-Nielsen, A., & Wienecke, J. (2021). Motor-enriched learning for improving pre-reading and word recognition skills in preschool children aged 5–6 years – study protocol for the PLAYMORE randomized controlled trial. BMC Pediatrics, 21(1). https://doi.org/10.1186/s12887-020-02430-0
Hutchison, L., Jerasa, S., Ahmmed, R., & Holcomb, E. (2024). Reexamining the Dolch Basic Sight Word List: Contemporary Considerations for Culturally Sustaining Approaches to Assess Sight Word Development. Literacy Research and Instruction, 64(3), 299–321. https://doi.org/10.1080/19388071.2024.2321209
Hutton, J. S., Phelan, K., Horowitz-Kraus, T., Dudley, J., Altaye, M., DeWitt, T., & Holland, S. K. (2017). Shared reading quality and brain activation during story listening in preschool-age children. The Journal of Pediatrics, 191, 204-211.e1. https://doi.org/10.1016/j.jpeds.2017.08.037
Ismiati, I., & Puridawaty, B. (2025). The effect of stimulating games with stickers with Vowal letters into meaningful words on reading interest in children aged 5-6 years at Bintang Kecil kindergarten, Rawamangun village, east Jakarta. Journal of Scientific Research, Education, and Technology (JSRET), 4(1), 490-498. https://doi.org/10.58526/jsret.v4i1.498
Jayaraman, V., Sundar, N., & Shankar, U. B. (2024). Breaking math anxiety: A success story from an Indian government school. European Conference on Games Based Learning, 18(1), 440-447. https://doi.org/10.34190/ecgbl.18.1.3000
Juson, J. A., & Cubillas, T. E. (2024). Teaching pre-reading in kindergarten: A focus on teachers’ pedagogical skills, challenges, and practices. International Journal of Scientific and Research Publications, 14(5), 186-193. https://doi.org/10.29322/ijsrp.14.05.2024.p14927
Kesler, P.D. (2001). An Investigation of the Relationship between Sight Words Learned in Kindergarten and Reading Ability in First Grade.
Khaleghi, A., Aghaei, Z., & Mahdavi, M. A. (2021). A Gamification framework for cognitive assessment and cognitive training: Qualitative study. JMIR Serious Games, 9(2), e21900. https://doi.org/10.2196/21900
Kirby, K. C., Holborn, S. W., & Bushby, H. T. (1981). Word game bingo: A behavioral treatment package for improving textual responding to sight words. Journal of Applied Behavior Analysis, 14(3), 317-326. https://doi.org/10.1901/jaba.1981.14-317
Kupzyk, S., Daly, E. J., & Andersen, M. N. (2011). A comparison of two flash-card methods for improving sight-word reading. Journal of Applied Behavior Analysis, 44(4), 781-792. https://doi.org/10.1901/jaba.2011.44-781
Lagrama, L. (2024). Unraveling the challenges: An in-depth examination of reading and writing difficulties in kindergarten learners. International Journal of Science and Research Archive, 12(1), 2715-2737. https://doi.org/10.30574/ijsra.2024.12.1.1115
Longchin, S., Poopatwiboon, S., & Phusawisot, P. (2024). Using digital flashcards to improve English word reading skills in Thai primary school learners. Journal of English Language and Linguistics, 5(2), 120-139. https://doi.org/10.62819/jel.2024.346
Macaruso, P., Wilkes, S., & Prescott, J. E. (2020). An investigation of blended learning to support reading instruction in elementary schools. Educational Technology Research and Development, 68(6), 2839-2852. https://doi.org/10.1007/s11423-020-09785-2
Macaruso, P., Wilkes, S., Franzén, S., & Schechter, R. (2019). Three-year longitudinal study: Impact of a blended learning program—Lexia® Core5® reading—on reading gains in Low-SES kindergarteners. Computers in the Schools, 36(1), 2-18. https://doi.org/10.1080/07380569.2018.1558884
Mahmoud Ghoneim, N. M., & Abdelsalam Elghotmy, H. E. (2015). The effect of a suggested multisensory phonics program on developing kindergarten pre-service teachers' EFL reading accuracy and phonemic awareness. English Language Teaching, 8(12), 124. https://doi.org/10.5539/elt.v8n12p124
Mamta, .., & Thakur, T. (2023). A comparative study on digital versus traditional flashcards of an individual vs group study in learning spellings as well as word production in context. RESEARCH REVIEW International Journal of Multidisciplinary, 8(6), 142-150. https://doi.org/10.31305/rrijm.2023.v08.n06.019
Marcelo, J. (2025). Development and validation of game-based learning (GBL) in kindergarten. International Journal For Multidisciplinary Research, 7(3). https://doi.org/10.36948/ijfmr.2025.v07i03.45064
Mayer, C., Wallner, S., Budde-Spengler, N., Braunert, S., Arndt, P. A., & Kiefer, M. (2020). Literacy training of kindergarten children with pencil, keyboard or tablet stylus: The influence of the writing tool on reading and writing performance at the letter and word level. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.03054
Messenger, Y., & Gallagher, T. L. (2024). ‘My most tricky pickle!’ balancing reading instruction in play-based kindergarten: Educator self-efficacy beliefs and pedagogical content knowledge needs. Journal of Teaching and Learning, 18(1), 38-55. https://doi.org/10.22329/jtl.v18i1.8056
Miles, K. P., Eide, D., & Butler, J. R. (2024). The Regularity of High-Frequency Words (Sight Words): Teacher Phonetic Knowledge is Key. Reading Psychology, 45(8), 832–852. https://doi.org/10.1080/02702711.2024.2379255
Mitak, M., Fitriah, & Chesoh, M. (2023). Implementing multisensory approach to overcome reading difficulties in 4th grade students. Buletin Edukasi Indonesia, 2(02), 55-60. https://doi.org/10.56741/bei.v2i02.184
Mulder, S. (2018). Sight Words and Phonics: The Connection that Helps Early Elementary Students Read Fluently.
Prescott, J. E., Bundschuh, K., Kazakoff, E. R., & Macaruso, P. (2017). Elementary school–wide implementation of a blended learning program for reading intervention. The Journal of Educational Research, 111(4), 497-506. https://doi.org/10.1080/00220671.2017.1302914
Purnomo, J. S., & Royanto, L. R. (2025). Effective reading interventions for slow learners : Sight word and phonemic awareness approaches. Jurnal Paedagogy, 12(1), 49. https://doi.org/10.33394/jp.v12i1.13250
Raajkumar, J. A., & Abdul Aziz, A. B. (2024). Effectiveness of bingo game in an ESL context: A qualitative study on ESL learners’ vocabulary acquisition. International Journal of Academic Research in Business and Social Sciences, 14(6). https://doi.org/10.6007/ijarbss/v14-i6/21949
Rustan, R. M., & Andriyanti, E. (2021). High frequency words in English textbooks for Indonesian senior high schools. Studies in English Language and Education, 8(1), 181-196. https://doi.org/10.24815/siele.v8i1.18141
Saleh, A. M., & Ahmed Althaqafi, A. S. (2022). The effect of using educational games as a tool in teaching English vocabulary to Arab young children: A quasi-experimental study in a kindergarten school in Saudi Arabia. Sage Open, 12(1). https://doi.org/10.1177/21582440221079806
Scanlon, D. M., & Anderson, K. L. (2020). Using context as an assist in word solving: The contributions of 25 years of research on the interactive strategies approach. Reading Research Quarterly, 55(S1). https://doi.org/10.1002/rrq.335
Schlesinger, N. W., & Gray, S. (2017). The impact of multisensory instruction on learning letter names and sounds, word reading, and spelling. Annals of Dyslexia, 67(3), 219-258. https://doi.org/10.1007/s11881-017-0140-z
Seidl, A. H., Indarjit, M., & Borovsky, A. (2023). Touch to learn: Multisensory input supports word learning and processing. Developmental Science, 27(1). https://doi.org/10.1111/desc.13419
Steacy, L. M., Fuchs, D., Gilbert, J. K., Kearns, D. M., Elleman, A. M., & Edwards, A. A. (2020). Sight word acquisition in first grade students at risk for reading disabilities: An item-level exploration of the number of exposures required for mastery. Annals of Dyslexia, 70(2), 259-274. https://doi.org/10.1007/s11881-020-00198-7
Tan, A. S.-C., & Ali, F. (2023). Accounting for the Concreteness and Neighborhood Effects in a High Frequency Word List for Poor Readers. Education Sciences, 13(11), 1117. https://doi.org/10.3390/educsci13111117
Welborn, N. (2012). A STUDY OF EFFECTIVE INSTRUCTIONAL METHODS TO TEACH SIGHT WORDS IN KINDERGARTEN.
Wu, H., Siriphan, C., & Hongsaenyatham, P. (2024). A construction of physical activity games to develop physical health of kindergarten aged 5-6 years in Tianhe district, Guangzhou city. International Journal of Sociologies and Anthropologies Science Reviews, 4(2), 13-22. https://doi.org/10.60027/ijsasr.2024.3784
Comments