Dolch Word List
Greetings. The following materials are intended to provide an introduction to Dolch Word List. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records is presented at the end of this file.
Chia-Hui Lin
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Dolch Sight Word Game by David Bagno
Dolch word list
Dolch Basic Word List
High-Frequency Words and Vocabulary
Dolch Sight Word Games
Dolch Lists
Dolch Sight Word Activities
Citations From the ERIC Database
AN: ED442141
AU: Henning,-Diane; Pickett,-Anita
TI: A Study of Improving Sight and Functional Vocabulary Development and Comprehension.
PY: 2000
NT: M.A. Research Project, Saint Xavier University and SkyLight Professional Development.
PR: EDRS Price MF01/PC03 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED442141
DE: *Instructional-Effectiveness; *Reading-Comprehension; *Vocabulary-Development; *Vocabulary-Skills
DE: Action-Research; Functional-Literacy; Middle-Schools; Primary-Education; Reading-Improvement; Sight-Vocabulary
AB: This report describes a program to increase sight/functional vocabulary to improve reading comprehension. The targeted population consisted of one 2nd-3rd grade and one 6th-8th grade cross-categorical self-contained class, located in an elementary school and a middle school. The schools were located in a northeast suburb of a major city in the Midwest. The problem of inadequate recognition of sight/functional vocabulary and its impact on comprehension was documented with parent, teacher, and student surveys, daily assignments, tests, and checklists. Analysis of probable cause data indicated that school environment played a role in the inability of students to acquire this vocabulary. Inadequate time spent on meaningful learning experiences hindered the comprehension required for long-term recall. Parental support was often lacking, which contributed to the children's deficits. A review of the solution strategies suggested by other researchers, combined with an analysis of the problem setting, resulted in the implementation of the following intervention strategies: thematic/functional word walls, the Edmark Reading Program, Home Reading Logs, Dolch Sight Word Wall, a Survival Signs Program, calendar activities, vocabulary games, and community-based field trips. More intervention techniques were needed to improve basic reading sight vocabulary. However, post intervention data indicated that the students improved their knowledge and recognition of functional environmental signs. (Contains 53 references, and 13 tables and 3 figures of data. Appendixes contain student, parent, and teacher survey instruments.) (Author/RS)
AN: EJ597166
AU: Schimmel,-Connie-(Ruth)-S.; Edwards,-Sandra-G.; Prickett,-Hugh-T.
TI: Reading?...Pah! (I Got It!): Innovative Reading Techniques for Successful Deaf Readers.
PY: 1999 SO: American-Annals-of-the-Deaf; v144 n4 p298-308 Oct 1999
DE: *Deafness-; *Phonology-; *Reading-Comprehension; *Reading-Improvement; *Reading-Instruction; *Reading-Strategies
DE: American-Sign-Language; Elementary-Education; Phoneme-Grapheme-Correspondence; Residential-Schools
AB: A reading program utilizing five components (a shortcut to phonemic awareness, Adapted Dolch words, Bridge lists and the Bridging process, reading comprehension, and American Sign Language development/language experience stories) resulted in dramatic gains in the reading levels of 48 elementary students at a residential school for the deaf. (Author/CR)
AN: ED421683
AU: Cheatham,-Judy-Blankenship
TI: Help A Child Learn To Read.
CS: Region III Comprehensive Center, Arlington, VA.; Literacy Volunteers of America, Inc., Syracuse, NY.
PY: 1998
AV: Literacy Volunteers of America, Inc., 635 James St., Syracuse, NY 13203; toll-free phone: 800-582-8812; fax: 315-472-0002. ($12.50 plus shipping and handling)
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DE: *Cooperative-Learning; *Independent-Reading; *Reading-Aloud-to-Others; *Reading-Instruction; *Tutoring-
DE: Early-Childhood-Education; Elementary-Education; Helping-Relationship; Lesson-Plans
AB: Intended for people who are willing to expend the effort to help children become independent readers and writers, this book presents professionally accepted approaches and techniques with step-by-step instructions for tutoring on a one-on-one basis in the language of the lay person. It contains a theoretical and attitudinal base from which to tutor; discussions of needed skills and approaches for tutoring; and examples and demonstrations to illustrate theories, concepts, techniques, and activities. Interwoven throughout the text are the following underlying themes: a respect for each student as an individual; a view of the tutor and the students as both learners and teachers; a sensitivity to the importance of an immediate or relevant context; a view of tutoring and learning as collaborative activities; and an integration of all four language components. After an introduction, chapters in the book are (1) "When 'Read to Me' Becomes 'Read with Me'"; (2) "Common Questions"; (3) "Reading"; (4) "Techniques Used in Collaborative Tutoring"; and (5) "Let's Start at the Very Beginning." Appendixes contain grade level expectations for K-3; suggested reading for grades K-5; suggestions for multicultural reading; lists of key words; sight words from environmental print; Dolch words; lists of word patterns; a sample of a tutor's work with a first-grade child; and a sample lesson plan. (Contains a 101-item bibliography.) (RS)
AN: ED420037
AU: Aud,-Joel; DeWolfe,-Rosemary; Gintz,-Christopher; Griswold,-Scott; Hefter,-Richard; Lowery,-Adam; Richards,-Maureen; Yi,-Song-Choi
TI: Spelling Test Generator--Volume 1: English. [CD-ROM].
PY: 1998
AV: Optimum Resource, Inc., 18 Hunter Road, Hilton Head Island, SC 22926 (CD-ROM with accompanying printed teaching gui
DE: $119.95).
PR: Document Not Available from EDRS.
DE: *Computer-Assisted-Instruction; *Spelling-; *Spelling-Instruction; *Word-Lists
DE: Class-Activities; Elementary-Education; Junior-High-Schools; Test-Construction; Test-Content; Worksheets-
AB: This software product makes the manipulation of the more than 3000 most commonly used words in the English language easy to select and manipulate into various activities for elementary and middle school students. Users of the program have a variety of options: the program can automatically select words based on their age/grade level, frequency of use, Dolch, sight words, custom words, word origin, word pronunciation, definition, and spelling rules; the user can determine any single or mixed criteria and develop an activity sheet to a desired specification; and the user can always add words or otherwise create a custom list developed around a theme, topic, or random usage. The accompanying document discusses hardware requirements, registering the software, technical support, warranty, installing the program, setting up the program for Microsoft Windows 95, known installation problems in Microsoft Windows 95, on-line help instructions, the Spelling Test Generator Options, designing a worksheet, and step-by-step sample worksheet designs and black line master sample worksheets. (RS)
AN: ED417376
AU: Ediger,-Marlow
TI: Spelling and the Language Arts.
PY: 1998
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED417376
DE: *Handwriting-; *Spelling-; *Spelling-Instruction
DE: Computer-Uses-in-Education; Elementary-Education; Student-Needs; Teaching-Methods
AB: Pupils need to become good spellers to communicate effectively with others. Pupils should understand the meaning of words to be mastered before studying their spelling. Teachers need to provide a variety of learning opportunities to assist pupils in learning to spell words correctly. Pupils should develop a definite methodology in learning to spell words. Pupils need to perceive reasons for learning to spell a given set of words. The spelling curriculum should be as individualized as possible. Creativity should be stressed in pupils learning to spell words. Although not recently developed, the Dolch list of 220 words has merit because the words are commonly used by pupils in everyday reading and writing. Selected cautions that teachers need to be aware of when teaching spelling inclu
DE: do not "go overboard" on phonics; many words in spelling textbooks may not be truly useful for pupils to learn to spell; and too often pupils are taught as if all possess readiness for the same number of words to be mastered in spelling. Computer use is one way to strengthen teaching and learning of spelling. Illegible handwriting may be a major cause for incorrect spelling of words. There needs to be a proper balance among understandings, skills, and attitudinal objectives in handwriting instruction. Good handwriting that is legible needs to be stressed throughout the different curriculum areas. Improved communication results when quality spelling and handwriting are involved. Spelling and handwriting skills can best be developed in context within the writing activity. (RS)
AN: ED409547
AU: Miller,-Harry, comp.; and-others
TI: Accentuating Literacy Today: A Reading Consultant's Handbook.
PY: 1997
NT: For the 1996 Handbook, see ED 398 552.
PR: EDRS Price MF01/PC03 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED409547
DE: *Content-Area-Reading; *Literacy-; *Reading-Comprehension; *Reading-Readiness; *Vocabulary-Development; *Word-Recognition
DE: Biographies-; Class-Activities; Classroom-Techniques; Elementary-Education; Reading-Teachers; Teaching-Guides
AB: This handbook presents brief descriptions of various aspects of reading instruction and related lesson plans and class activities. Sections of the handbook discuss readiness, word recognition, developing vocabulary skills, reading in the content area, and reading comprehension. The handbook also offers brief biographies on Emmett Betts, Guy Bond, Theodore Clymer, Edward Dolch, Roger Farr, Arthur Gates, Kenneth Goodman, William S. Gray, Jr., Albert Josiah Harris, John Pikulski, and Romalda Spalding. Appendixes offer the Dolch Basic Sight Word List; a readability graph; advice for parents on reading with their children; advice for teachers on having a better "Book Week"; and a list of 13 tests and 7 professional reading materials for reading consultants. (RS)
AN: ED394125
AU: Peitz,-Patricia; Vena,-Patricia
TI: Vocabulary Teaching Strategies: Effects on Vocabulary Recognition and Comprehension at the First Grade Level.
PY: 1996
NT: M.A. Project, Kean College of New Jersey.
PR: EDRS Price MF01/PC02 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED394125
DE: *Comparative-Testing; *Learning-Strategies; *Vocabulary-Development; *Vocabulary-Skills
DE: Comparative-Analysis; Grade-1; Instructional-Effectiveness; Primary-Education; Reading-Comprehension; Teaching-Methods
AB: A study examined teaching methods for vocabulary at the first grade level. The study compared teaching vocabulary in context and teaching vocabulary in isolation. Subjects were 32 culturally diverse first-grade students from varying socio-economic backgrounds. The sample consisted of 14 boys and 18 girls, heterogeneously grouped. Two teacher-made tests were used, each consisting of 30 multiple choice items: Test A, to test vocabulary in isolation; and Test B, to test vocabulary in context. Target words for the tests were taken from the Dolch list, the Harris-Jacob list, and the reading material used in the classroom on a regular basis. Both tests were administered as pretests prior to instruction. After a 3-month period of instruction, Tests A and B were readministered as posttests to determine students' vocabulary growth. Results indicated that there was no significant difference in vocabulary acquisition by the sample. Results also indicated that, although there was vocabulary growth with both methods, the sample group's growth in vocabulary taught in isolation was greater than that of the vocabulary taught in context. Findings suggest that both methods of learning vocabulary will enable children to increase their vocabulary base and should be used. (Four tables of data are included; contains 37 references, 4 appendixes containing lists of vocabulary in context and in isolation, and related literature on vocabulary building.) (Author/CR)
AN: ED393972
AU: Kimmons,-Carol
TI: Mountain Science. Second Edition.
CS: Sequatchie County Board of Education, Dunlap, TN.
PY: 1995
NT: For a related document, see CE 071 261.
PR: EDRS Price MF01/PC11 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED393972
DE: *Adult-Literacy; *Community-Services; *Folk-Culture; *Literacy-Education; *Rural-Population; *Science-Instruction
DE: Adult-Basic-Education; High-Interest-Low-Vocabulary-Books; History-; Oral-Tradition; Reading-Instruction; Rural-Areas; Supplementary-Reading-Materials
AB: This is the second in a series of books that provide high-interest reading material for rural adults who read below the seventh-grade level. The book provides information on science, technology, and the environment for the people of Appalachia and other rural areas, helping to bring the concepts and meaning of science within their grasp. Many of the articles are first-hand accounts of science as practiced in earlier times by ancestors of the storytellers. Revised and updated from the first edition, this edition is relevant to adults with low reading levels beyond the Sequatchie Valley area of southeastern Tennessee that was emphasized in the first edition. The book is printed in large type in order to help adult readers who have vision problems, and where appropriate, stories are written in modified vernacular form. Words in italics are explained at the end of each story. The reading levels are based on the Fry Graph for Estimating Readability, the Dolch Word List, and lists of most-used words. Reading levels range from first through sixth grade. Stories in Part One have a controlled vocabulary and all new words are listed. The 52 stories are organized in eight parts: (1) science and people; (2) water--you can't do without it; (3) power and people; (4) earth science; (5) our forests; (6) herbs and healing; (7) guns and hunting; and (8) the meaning of science. (KC)
AN: ED393971
AU: Kimmons,-Carol
TI: The Mountain Reader. Second Edition.
CS: Sequatchie County Board of Education, Dunlap, TN.
PY: 1995
NT: For a related document, see CE 071 262.
PR: EDRS Price MF01/PC11 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED393971
DE: *Adult-Literacy; *Community-Services; *Folk-Culture; *Literacy-Education; *Reading-Instruction; *Rural-Population
DE: Adult-Basic-Education; High-Interest-Low-Vocabulary-Books; History-; Oral-Tradition; Rural-Areas; Supplementary-Reading-Materials
AB: This book consists of a compilation of 28 stories, mostly first-person accounts of life in the Sequatchie Valley of southeastern Tennessee (some from earlier times) written in simplified language to provide high-interest reading material for adult readers in rural areas. The book is printed in large type. Many of the stories provide pertinent information for the reader, coupling stories with practical information and telephone numbers and addresses for services. The reading levels in the book are based on the Fry Graph for Estimating Readability, the Dolch Word List, and lists of most-used words. The reading levels range from primer through fourth grade. The stories in part 1 of this two-part book, written on the lowest levels, have a controlled vocabulary and all new words are listed. In part 2, difficult or unusual words are defined. (KC)
AN: ED384859
AU: Miller,-Harry-B., comp.
TI: A Handbook for Reading Consultants, Reading 508.
PY: 1995
NT: Curriculum and Supervision of Reading Class Project, Northeast Louisiana University. Section dividers are printed on colored stock.
PR: EDRS Price MF01/PC04 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED384859
DE: *Content-Area-Reading; *Reading-Comprehension; *Reading-Readiness; *Vocabulary-Development; *Word-Recognition
DE: Class-Activities; Elementary-Education; Lesson-Plans; Reading-Teachers; Word-Lists
AB: Prepared by teachers in a summer course, this handbook presents brief descriptions of various aspects of reading instruction and related lesson plans and class activities. Beginning with brief biographies of 5 leaders in reading education (both living and deceased), the handbook consists of sections that discuss reading readiness; word recognition; vocabulary; comprehension; content subject areas; and issues in reading. A reading teacher evaluation form; a 12-item annotated list of assessment tests; a reading improvement form; illustrations of multiple causes and effects, comparing and contrasting, making predictions, drawing conclusions, main idea and details, story map, and organizing ideas; and the Dolch basic sight word list are attached. (RS)
AN: ED379599
AU: Rinder,-Susan
TI: Helping Children Develop Skills in Phonic Analysis, Sight Vocabulary and Handwriting.
PY: 1994
NT: M.S. Practicum, Nova Southeastern University.
PR: EDRS Price MF01/PC05 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED379599
DE: *Handwriting-; *Phonics-; *Precision-Teaching; *Reading-Difficulties; *Reading-Instruction; *Vocabulary-Skills
DE: Elementary-Education; Reading-Games; Sight-Vocabulary
AB: A study tested the effectiveness of precision teaching through a summer pilot project involving four male students between the ages of 6 and 7, all of whom had demonstrated some difficulty with basic reading skills. The 6-week program concentrated on those skills most important to emergent readers, namely, phonic analysis, sight vocabulary and handwriting. More specifically, objectives for this practicum were for the students: (1) to be able to see and say 20 Preprimer Dolch words in one minute; (2) to say and mark the initial consonant sounds of 24 objects; (3) to write the alphabet upper and lower case; and (4) to increase fine motor skill by 50%. Precision teaching is a monitoring system that is used to measure human behavior; it measures learning and skill proficiency. It consists of three elements: direct measure of specific skills; direct measure of skills using time limits; and the use of continuous daily measure of pinpointed skills. A series of four activities were performed with the children, involving alphabet tiles, cards, word and picture matching and other such instruments. Results showed that students A and B made progress in all three pinpointed skills; students C and D made progress but still were in need of remedial help. In summary, it appears that precision teaching is an excellent tool for small group instruction. The students enjoyed the variety of activities available for practice and even liked being timed and charting their progress. (Contains 21 references and 28 appendixes of data and research materials.) (TB)
AN: ED348659
AU: Patterson,-Retie-Y.
TI: Implementing an Integrated Approach to Reading To Develop Critical Thinking Skills among a Group of First Graders.
PY: 1992
NT: M.S. Practicum, Nova University.
PR: EDRS Price MF01/PC06 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED348659
DE: *Critical-Thinking; *Reading-Comprehension; *Reading-Improvement; *Reading-Instruction; *Whole-Language-Approach
DE: Class-Activities; Critical-Reading; Grade-1; Language-Experience-Approach; Primary-Education
AB: The practicum reported in this paper addressed the high percentage of children receiving below average grades in an average first grade reading comprehension class by implementing an integrated approach to reading. Various screening devices, a survey of kindergarten teachers, the Dolch Basic Sight Word Test, the Analytical Reading Inventory (Woods and Move, 1985), the Health Reading Level Test (D. C. Health, 1989), and an Interest Inventory (Miller, 1978) were employed to discern specific behaviors among the children. Based upon these findings a Literature Based Instruction classroom was organized and implemented to provide relevant learning strategies and experiences. The children were exposed to an active constructive process. It required them to think before, during, and after reading, a process that involved the interaction of the reader, the material being read and the content of the material. The results indicated a significant achievement level for the target group. It was concluded that children can be introduced to the world of reading by way of an invitation to join in the sheer joy of playing with the gift of language. If, in the real world, reading, writing, speaking, and listening are highly integrated activities, then the literacy activities that take place in classrooms should be similarly integrated. (One table is included; 19 references and 17 appendixes--including the kindergarten survey, the Interest Inventory, student data, a comparison of testing instruments, and sample assignments--are attached.) (Author/PRA)
AN: ED344097
TI: Project MAPP. The Vocabulary Booklet # 1. Implementing the Instructional Program: A Competency-Based Adult Education Learning System.
CS: Maryland State Dept. of Education, Baltimore.
PY: 1989
NT: For other Project MAPP (Maryland Adult Performance Program) documents, see CE 060 931-933.
PR: EDRS Price MF01/PC06 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED344097
DE: *Adult-Basic-Education; *Basic-Skills; *Competency-Based-Education; *Daily-Living-Skills; *Vocabulary-Development; *Vocabulary-Skills
DE: Basic-Vocabulary; Learning-Activities; Reading-Comprehension; Reading-Skills; Sight-Vocabulary; Visual-Aids; Word-Lists
AB: This booklet is intended to help adults master the basic and life skill vocabulary needed to meet the simple communication demands of daily life. It is designed to assist adult basic education (ABE) teachers in the implementation of a competency-based learning system that emphasizes the integration of basic and life skills learning. The booklet provides resources to assist learners in recognizing, expanding, using, and applying relevant vocabulary. Part I provides an overview of the booklet, an article on the role of vocabulary in reading comprehension, and guidelines to facilitate vocabulary development. Part II contains four types of resources: Life Skills Word Lists, Word Patterns Lists, a Sight Vocabulary List, and 50 Vocabulary Activities. The Life Skills Word Lists vocabulary for over 30 life skill competencies, categorized under five general areas: consumer economics, community resources, health, occupational knowledge, and government and law. All vocabulary listed is identified as appropriate for Level I or Level II adult learners. The Word Patterns Lists keys over 100 word pattern lists to life skill vocabulary. The Sight Vocabulary List is the Dolch list of 200 words that are the most basic and/or do not follow phonetic patterns. The 50 Nifty Vocabulary Activities are a series of activities that can be used with most of the life skills, word patterns, or sight vocabulary lists. Copy-ready graphics that complement various activities are provided. (YLB)
AN: ED363064
AU: Porco,-Barbara
TI: Reading. Functional Programming for People with Autism: Revised. A Series.
CS: Indiana Univ., Bloomington. Indiana Resource Center for Autism.
PY: 1989
AV: Indiana Resource Center for Autism, Indiana University, 2853 E. Tenth St., Bloomington, IN 47408-2601 ($1.50).
NT: For related booklets, see EC 302 520-530. The 1980 edition was authored by Nancy Dalrymple.
PR: EDRS Price MF01/PC02 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED363064
DE: *Autism-; *Language-Experience-Approach; *Reading-Comprehension; *Reading-Instruction
DE: Elementary-Secondary-Education; Lesson-Plans; Material-Development; Media-Selection; Reading-Readiness; Student-Evaluation; Teacher-Developed-Materials; Teaching-Methods
AB: This booklet describes techniques for teaching reading with teacher-made materials to students with autism. A modified language experience approach built around the Dolch Basic Sight Word List is used, incorporating familiar names and words of importance for each child. Readiness skills are incorporated into the approach as well as an emphasis on word configuration and word ending and beginning sounds. Steps in introducing this method are outlined and ways to evaluate progress are discussed. Requirements in selecting material for improving reading comprehension skills are listed. Suggestions for adapting and adjusting commercial and teacher-made material are offered, along with suggestions for increasing reading comprehension skills using variety in content and presentation. A sample lesson involving a simple snack recipe is presented, with accompanying reading comprehension worksheets. Two other recipes are provided, as well as a form for recording learners' skills. (JDD)
AN: ED378524
AU: McCabe,-Don
TI: 220 Names/Faces 220 Dolch Words Are Too Many for Students with Memories Like Mine. AVKO "Great Idea" Reprint Series No. 601.
CS: AVKO Educational Research Foundation, Clio, MI.
PY: 1976
AV: AVKO Educational Research Foundation, 3084 W. Willard Rd., Clio, MI 48420-7801 ($1; quantity discounts available).
NT: For other documents in this series, see CS 011 944-960.
PR: EDRS Price MF01/PC02 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED378524
DE: *Basic-Vocabulary; *Sight-Vocabulary; *Vocabulary-Development; *Word-Lists; *Word-Recognition
DE: Elementary-Education; Sight-Method; Teaching-Methods
AB: This booklet discusses a procedure to assist students experiencing difficulty in learning the "Dolch Basic Sight Vocabulary of 220 Words" and rearranges a list of 220 words to make it easier for students to learn. The procedure discussed in the booklet is based on the "word family" approach, in which words like "all call, fall, and small" are taught as part of the "-all" family of words. Using this approach, the booklet lists 170 Dolch sight words (arranged by vowel sound) that can be taught using the word family approach. The booklet also includes a list of the 50 Dolch words that can be taught using sight methods, as well as advice on daily, short drills to learn the words. (RS)
 Reading Across The Curriculum: A Research Report For Teachers |
Other Resources (available either for sale or via interlibrary loan)
Title: PCI sight words: a multisensory reading program
Authors: Haugen, Janie. ; Haney, Jill L.; & Hernandez, Cynthia.
Year: 2001
Publisher: PCI Educational Pub.
Title: Elephants: folk stories (A Dolch classic basic reading book.)
Authors: Dolch, Edward W., Dolch, Marguerite P.(Marguerite Pierce),& Frigell, Kersti.
Year: 1999
Publisher: SRA/McGraw-Hill
Title: Rabbits and coyotes: folktales and legends / (A Dolch classic basic reading book)
Authors: Dolch, Edward W., Dolch, Marguerite P., & Frigell, Kersti.
Year: 1999
Publisher: SRA/McGraw-Hill
Title: Dolch sight word activities
Author: Marinovich, Carol.
Year: 1999
Publisher: McGraw-Hill Consumer Products,
Title: Dolch read and comprehend series.
Year: 1990
Publisher: DLM
Title: Basic sight words and sight word stories
Authors: Mannix, Darlene.& Villalpando, Eleanor.
Year: 1988
Publisher: Remedia Publications
Title: Dolch group size picture word cards
Authors: Dolch, Edward W. (Edward William)
Year: 1987
Publisher: SRA
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