Sight Words as Strategic Component in Teaching Reading in English to Children of Vernacular Medium Primary Schools: A Case Study


  • Subhash Rabha, Bhumika Rabha, Samiran Kalita


Sight Words; literacy; fluency; comprehension


This paper makes an attempt to study the effectiveness of using sight words to facilitate reading in a context of vernacular medium Lower Primary (LP) School where children have very little exposure to reading resources around them. While doing so, the paper has made an explicit analysis as regard to the strategies of using sight words considering the orthographic nature of the English language. Further, it discusses the process as to how sight words may facilitate reading fluency and comprehension. The study was conducted in 2 LP schools of Rampur block as part of theĀ  project called TEP (Teacher Empowerment Programme) implemented in 40 Government LP schools in the Kamrup (R) district of Assam, India by Learning Links Foundation, Delhi, in collaboration with the SCERT (State Council for Education, Research and Training), Assam, under ITC Mission Sunehra Kal