Why Memorizing Sight Words Isn’t Enough for Dyslexic Readers
Many children who struggle with reading are told they just need to “practice sight words more.” For some students, memorizing high-frequency words works well as a supplemental strategy to phonics instruction. But for children with dyslexia, relying on sight-word memorization alone is often ineffective—and can even slow real reading progress.
Understanding why helps parents make better choices about reading support.
What Are Sight Words?
Sight words are high-frequency words that appear often in text, such as the, said, was, and have. In many reading programs, children are encouraged to memorize these words so they can recognize them instantly while reading.
Dyslexia Is Not a Memory Problem
Dyslexia is a language-based learning difference that affects how the brain processes written language—particularly the connection between sounds and letters.
Most dyslexic children:
Do not struggle because they aren’t trying
Do not struggle because they have weak intelligence
Do not struggle because they haven’t memorized enough words
They struggle because reading requires decoding, and decoding depends on understanding how sounds map to letters in a systematic way.
Memorizing hundreds of individual words does not build that system.
Why Sight-Word Memorization Fails Dyslexic Readers
1. Memorization Is Inefficient
Dyslexic readers often need far more repetitions to memorize a word visually. Even then, the word may not “stick” from day to day.
Parents often notice:
Words learned one week are forgotten the next
A child can read a word in isolation but not in a sentence
Guessing replaces real reading
This is because the word was memorized as a picture—not decoded.
2. It Encourages Guessing Instead of Reading
When children are taught to rely on memorized word shapes, they often:
Guess based on the first letter
Guess based on context or pictures
Skip or substitute unfamiliar words
These habits directly interfere with fluent, accurate reading—especially as texts become longer and more complex.
3. Memorization Does Not Transfer
There are thousands of words in the English language. Memorizing them one by one is not realistic.
Phonics-based decoding, on the other hand, allows a child to:
Read new, unfamiliar words
Decode longer words
Apply skills across subjects (science, history, math word problems)
Sight-word memorization does not provide this transfer.
What Dyslexic Readers Actually Need
Children with dyslexia need Structured Literacy, not memorization.
Structured Literacy instruction:
Teaches phonics explicitly and systematically
Follows a careful scope and sequence
Builds decoding skills from simple to complex
Separates decoding (reading) from encoding (spelling)
Uses multisensory instruction to strengthen memory
This approach is supported by decades of research and is recommended by the International Dyslexia Association.
Can Dyslexic Readers Learn Sight Words at All?
Yes—but differently.
In Structured Literacy approaches like Slingerland, high-frequency words are:
Analyzed for their phonetic parts
Decoded as much as possible
Memorized only when truly irregular
Taught after phonics foundations are in place
Sight words are treated as exceptions, not the foundation of reading.
Why Phonics-First Instruction Matters
When dyslexic readers learn how English works, they gain:
Confidence
Independence
Accuracy
Fluency over time
Instead of asking, “Do I remember this word?”
They learn to ask, “How do I figure this word out?”
That shift is transformational.
What to Look for in Reading Instruction
If your child is struggling with reading, ask these questions:
Is phonics taught explicitly and systematically?
Is guessing discouraged?
Is instruction multisensory?
Is progress measured by decoding accuracy, not just reading level?
If the answer is no, your child may need a different approach.
Reading Support at Lamorinda Reads
At Lamorinda Reads, we use the Slingerland Approach to Structured Literacy, an Orton-Gillingham–based method designed for dyslexic learners.
Instruction focuses on:
Strong phonics and decoding
Explicit spelling instruction
Integrated handwriting, reading, and writing
Mastery-based pacing tailored to each child
Memorization alone is not the goal. Independent, confident reading is.
Learn More
If you’re concerned that your child is stuck memorizing words without real progress, Structured Literacy may be the missing piece.
