Certification Examinations for Oklahoma Educators (CEOE) Practice Exam

When helping a student develop sight-word recognition, which practice is most beneficial before moving a word into the review pile?

1. Encouraging the student to sound out the word

2. Providing a rhyming word as a clue

3. Naming the word and asking the student to repeat it

4. Telling the student the word for repetition

The correct answer is: Naming the word and asking the student to repeat it

The most beneficial practice before moving a word into the review pile is to name the word and ask the student to repeat it. This approach reinforces the student’s memory of the sight word in a way that emphasizes recognition and recall. By hearing the word pronounced correctly and then repeating it, the student can strengthen their connection to the word, making it easier for them to recognize it in future reading contexts. This method is grounded in the principles of language acquisition and cognitive reinforcement, as repetition aids in memorization and fluency. The act of articulating the word helps solidify its presence in the student’s memory bank, paving the way for more effortless sight-word recognition later on. It creates a stronger auditory and verbal connection with the word, which is crucial for developing reading skills. The other options, while valuable in different contexts, do not focus as effectively on reinforcing sight-word recognition. For instance, encouraging students to sound out the word may shift their focus from instant recognition to decoding, which is not the objective for sight-word instruction. Providing a rhyming word might help with phonemic awareness, but it does not directly assist in establishing the student’s familiarity with the specific sight word. Telling the student the word for repetition offers little ownership or engagement from