Introduction:

This strategy is designed to help the least-experienced beginning readers to learn a small core of sight words—words that need to be recognized immediately.
______________________________________________________________________________

Strategy: Visual Approach

Materials Needed:
TTS-WR-DAR 0-Vis.pdf

Show the student the deck of ten illustrated Word Cards, picture side down.

Say:     I’m going to teach you to read some new words. Before we get started, though, I’d 
like to see how many of these words you already know. Read as many of these 
words as you can for me.

Show the student one word at a time from the deck of cards without showing the picture side.

On the Student Record Form, record the student’s responses (beginning of lesson).

For any words the student missed, show the card picture side up.

Say:     This is a _____.

Then point to the word under the picture.

Say:     This word is _____. Now you read this word.

Repeat for all words that the student missed. Then mix up the cards and lay them out in a row,
picture side up.

Say:     Now point to each word as I read it.

Have the student point to each of the words you read. Mix up the cards and have the student
point to the words several more times. When you think the student knows the words, gather the
cards and lay them down in a row with the word side up.

Say:     Now you read the words as I point to them.

Point to each word in random order.

 On the Student Record Form, record the student’s responses (end of lesson).

Interpreting and Using TTS Results:

If the student learns more than half of this lesson, try the TTS for Word Recognition: DAR
Mastery Level 1-1. If the student learns less than half of this lesson, use the Visual Approach
for instruction for a short while with very simple text materials such as a preprimer basal with
basic sight words and a controlled vocabulary. The TTS for Phonological Awareness,
Letters and Sounds, and Word Analysis: Consonant Sounds will also be helpful.

The Visual Approach strategy will be most useful when used for a limited number of words with
students who are just beginning to learn to read.