In this presentation, Svetlana shares the key implications of her dissertation findings, a mixed methods survey study exploring the ways in which 624 general k-2 classroom teachers around the nation define, understand, and teach sight word development through an orthographic mapping lens. Three key recurring sight word definitions were identified: Any word recognized instantly (38.5%), a phonetically irregular word(16.8%), and a high-frequency word (HFW) (13.1%), with a third who agreed with at least two or more definitions. A comparative analysis of open-ended responses identified 45 daily “essential” sight word practices, with only about a third aligned to orthographic mapping principles (n = 219), resulting in statistical and practical significance. Teachers in consistent agreement with orthographic mapping principles were also consistent in significantly lower frequency means for teaching irregular HFWs as unanalyzed visual wholes, and higher frequency means in applying phonemic awareness training to irregular HFWs. Altogether, triangulated results illustrate varying levels of consistency among specific definitions and practices. These findings give reason to consider a potential choice overload phenomenon that may adversely impact teacher beliefs and contradicting practices around sight word learning. Ultimately, my goal is to help teachers pinpoint the fewest, most optimal daily literacy practices that streamline a combination of explicit and implicit learning opportunities for students. In other words, what is the optimum cost-to-benefit ratio where all children reach their highest potential as readers and spellers in the shortest amount of time?
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