The short answer is no, not all words commonly taught as “sight words” can be decoded using standard phonetic rules. This distinction is crucial for effective reading instruction, especially when teaching children with Special Educational Needs and Disabilities (SEND).
Defining the Terms
The confusion often arises because the term “sight word” is used loosely to cover two different categories of words:
1. High-Frequency Words (Decodable Sight Words)
These are common words that appear frequently in text (e.g., it, and, can, big).
Decodability: Yes. These words can be sounded out using phonics rules, even if they are taught for automatic recognition (sight) to increase reading fluency.
2. Common Exception Words (Non-Decodable Sight Words)
These are common words that contain one or more letters that do not follow the usual phonetic rules (e.g., said, was, one, where).
Why the Distinction Matters for Instruction
For decades, many schools taught large lists of words (like the Dolch or Fry lists) purely by rote memorisation. Modern, evidence-based reading instruction, particularly within a structured literacy framework (which is highly beneficial for students with SEND), emphasises decoding first.
The Phonics-First Approach
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Prioritise Decoding: The goal is to teach students to decode as many words as possible. This builds confidence and provides a transferable skill.
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Highlight the ‘Tricky Bit’: When teaching an exception word (e.g., they), the teacher guides the student to decode the regular parts (e.g., ‘th’ and ‘y’) and isolate only the irregular part (e.g., the ‘ey’ sounding like /ay/). This reduces the cognitive load of pure memorisation.
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Orthographic Mapping: This process helps students link the sounds (phonemes) in a word to the letters (graphemes). Teaching words this way converts them from temporary, rote-memorised words into permanent sight words—words they can instantly recognise because they have successfully mapped the word’s full spelling pattern.
By clarifying which words are truly non-decodable exceptions, educators can spend less time on rote memorisation of phonetic words and more time building strong decoding strategies that benefit all readers, especially those with underlying learning differences.
The list of words that cannot be fully decoded using standard English phonics rules are known as Common Exception Words (CEWs) or sometimes “tricky words.” They contain one or more letters or letter groups that represent an unexpected sound.
Here is a list of some of the most frequent non-decodable words often introduced to young readers (typically by the end of Key Stage 1 in England):
Common Exception Words (CEWs)
Teaching these truly non-decodable words (Common Exception Words) requires a strategy that blends systematic instruction with multi-sensory practice, minimising the reliance on pure rote memorisation.
Here is a breakdown of the most effective, structured approach used by educators, especially those supporting children with SEND:
1. Highlight the “Tricky Bit”
The primary goal is to minimise the amount the child has to memorise.
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Isolate the Exception: First, guide the child to sound out every part of the word that can be decoded using known phonics rules.
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Focus on the Irregular Part: Point out and focus exclusively on the letter or letter pattern that is “tricky” or irregular.
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Example: said
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“Let’s sound it out: /s/ /ai/ /d/. Oh no, that makes ‘s-aid’! The ‘ai’ is trying to trick us. In this word, the ‘ai’ says /e/. That’s the part we need to remember for ‘said’.”
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2. Multi-Sensory Practice (See, Say, Hear, Do)
Since these words rely on visual memory, engaging multiple senses helps solidify the word’s spelling in the brain.
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Look and Say: Look at the word while saying it aloud several times.
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Kinesthetic/Tactile:
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Trace it: Trace the word in the air, on a rough surface (like sandpaper), or in a tray of sand or salt.
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Write it: Write the word large using bright colours, or use magnetic letters to spell it out.
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Auditory: Use a fun, rhythmic chant or clap out the letters while spelling the word (e.g., S-A-I-D spells ‘said!’).
3. Look-Cover-Write-Check (LCWC)
This structured practice method is excellent for reinforcing visual memory:
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Look: The child looks at the word for a few seconds, paying special attention to the “tricky bit.”
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Cover: The child covers the word.
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Write: The child attempts to write the word from memory.
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Check: The child uncovers the word and checks their spelling immediately. If incorrect, the process restarts.
4. Contextual and Gamified Practice
Pure flashcard repetition is tedious and ineffective. Integrating the words into meaningful activities helps solidify them.
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Sentence Building: Have the child use the tricky word orally in several different sentences, then write one of those sentences.
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Board Games: This is where educational board games are very effective. By requiring the child to read or spell the word correctly (e.g., on a token or card) to take a turn, the word is encountered repeatedly in a low-pressure, high-engagement setting.
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“Fix the Word”: Write the word incorrectly (e.g., ‘sed’ for said) and have the student identify and fix the tricky part.
5. Repetition and Review
As with any skill, consistent, spaced repetition is essential. Once a tricky word is learned, it should be revisited frequently alongside newly introduced words to ensure the knowledge is stored in long-term memory.
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