This review found that all students, including those with no history of receiving reading instruction and those who were non-speaking, learned to read a prescribed set of words. None of the included studies evaluated the effects of sight word instruction on broader literacy outcomes.
<div>"Analyses of intervention features across methodologically rigorous studies provided evidence in support of a massed trials approach to sight word instruction featuring student response to a succession of items, systematic prompting, differential positive reinforcement, and use of visual supports (e.g., pictures, concrete objects)" (p. 1420). "There was [also] sufficient evidence to identify the use of least intrusive prompting, adult-directed intervention, and modifying task characteristics as promising elements of sight word instruction" (p. 1420).</div>
