Dolch and Dr. Seuss

Theodor Seuss Geisel, under the pen name Dr. Seuss, authored numerous beginner reading books, which have passed the test of time. In the mid 1950s, Dr. Seuss’ publisher generated a list of 400 common words and asked the author to refine this list to 250 words and write a book using only those words.

Nine months later, Dr. Seuss completed The Cat in the Hat, which used 223 of the words from his publisher’s list. Most of these words that Dr. Seuss used are also included in the Dolch word list, a list of high frequency words developed by Edward W. Dolch, PhD in 1948.

For decades Dr. Seuss books have been a favorite of children, parents and educators. From an educator’s perspective, these books help children learn to read through repetitive use of sight words. Such words represent between 50% and 75% of all English print media. These high frequency words have an even higher concentration (75% to 90%) in Dr. Seuss and other “learn to read” books.

Er-u-di-tion, the sight words game, was created to help beginning readers master recognition and comprehension of the Dolch words (plus 64 additional words from other sight word lists) in a fun and interactive way. Once children can recognize and understand Er-u-di-tion’s words upon sight, they quickly learn to read almost any beginner level book. The confidence obtained through learning to read these high frequency words promotes a child’s road to reading.

Below is the text from Dr. Seuss’ Green Eggs and Ham with Er-u-di-tion’s words highlighted in red, representing 87% of this classic’s text.

I am Sam. I am Sam. Sam I am. That Sam -I-am! That Sam -I-am! I do not like that Sam -I-am! Do you like green eggs and ham? I do not like them, Sam-I-am . I do not like green eggs and ham. Would you like them here or there? I would not like them here or there. I would not like them anywhere. I do not like green eggs and ham. I do not like them Sam-I-am. Would you like them in a house? Would you like them with a mouse? I do not like them in a house. I do not like them with a mouse. I do not like them here or there. I do not like them anywhere. I do not like green eggs and ham. I do not like them Sam-I-am. Would you eat them in a box? Would you eat them with a fox? Not in a box. Not with a fox. Not in a house. Not with a mouse. I would not eat them here or there. I would not eat them anywhere. I would not eat green eggs and ham. I do not like them, Sam-I-am. Would you? Could you? In a car? Eat them! Eat them! Here they are. I would not, could not, in a car. You may like them. You will see. You may like them in a tree! I would not, could not in a tree. Not in a car! You let me be. I do not like them in a box. I do not like them with a fox. I do not like them in a house. I do not like them with a mouse. I do not like them here or there. I do not like them anywhere. I do not like green eggs and ham. I do not like them, Sam-I-am. A train! A train! A train! A train! Could you, would you on a train? Not on a train! Not in a tree! Not in a car! Sam! Let me be! I would not, could not, in a box. I could not, would not, with a fox. I will not eat them with a mouse. I will not eat them in a house. I will not eat them here or there. I will not eat them anywhere. I do not eat green eggs and ham. I do not like them, Sam-I-am. Say! In the dark? Here in the dark! Would you, could you, in the dark? I would not, could not, in the dark. Would you, could you, in the rain? I would not, could not, in the rain. Not in the dark. Not on a train. Not in a car. Not in a tree. I do not like them, Sam, you see. Not in a house. Not in a box. Not with a mouse. Not with a fox. I will not eat them here or there. I do not like them anywhere! You do not like green eggs and ham? I do not like them, Sam-I-am. Could you, would you, with a goat? I would not, could not with a goat! Would you, could you, on a boat? I could not, would not, on a boat. I will not, will not, with a goat. I will not eat them in the rain. I will not eat them on a train. Not in the dark! Not in a tree! Not in a car! You let me be! I do not like them in a box. I do not like them with a fox. I do not like them in a house. I do not like them with a mouse. I do not like them here or there. I do not like them ANYWHERE! I do not like green eggs and ham! I do not like them, Sam-I-am. You do not like them. So you say. Try them! Try them! And you may. Try them and you may, I say. Sam! If you will let me be, I will try them. You will see. Say! I like green eggs and ham! I do! I like them, Sam-I-am! And I would eat them in a boat. And I would eat them with a goat … And I will eat them in the rain. And in the dark. And on a train. And in a car. And in a tree. They are so good, so good, you see! So I will eat them in a box. And I will eat them with a fox. And I will eat them in a house. And I will eat them with a mouse. And I will eat them here and there. Say! I will eat them ANYWHERE! I do so like green eggs and ham! Thank you! Thank you, Sam-I-am!

Learning to Read and Learning Disabilities

Exposure to sight words can be instrumental to children with learning disabilities - in more ways than one. Various disabilities, like attention deficit hyperactivity disorder (ADHD) and dyslexia, can significantly slow a child’s reading development.

Numerous researchers have recognized that repetitive interaction with high frequency “sight” words is particularly instrumental when challenged or at risk children learn to read. One representative study found that brief instruction in sight word recognition combined with daily sight word drill assignments resulted in test scores “significantly higher than those of control group students.” (This particular study was of third graders considered at risk for learning disabilities). Learn to read games, which capture and retain a child’s attention, often prove the most rewarding for both student and teacher when performing sight word drills.

But sight words can also play a role in identifying a child’s disability. While learning disabilities are typically diagnosed in the teenage years, many disabilities can be addressed, and sometimes prevented, by intervention at a much earlier age. Experts now know that there are things that parents can do at home to help even at the pre-school level.

Attributes such as auditory and visual processing, memory, processing speed, comprehension, and attention are the underlying tools that enable kids to learn. Any weak cognitive skill— or a combination of several— can lead to a learning disability. (ParentGuide News, April 2007). Repetitive sight work interaction allows parents and teachers to assess many, if not all, of these attributes in their children and students.

Er-u-di-tion is a sight words game that provides teachers and parents a great opportunity to assess these skills, through interaction with sight words, in a fun and interactive way. According to Veronica Krieger, a professor in the Department of Reading at the State University of New York at Albany, “Among the various reading problems encountered by learning disabled children, the misreading of high-frequency sight words or the tendency to reverse the sequence of letters within those words have been of particular interest to educators.”