How to teach dyslexic kids - Part 3

 

Different Perspectives on Teaching Reading: Dolch Word Memorisation (High-Frequency Words)

In my recent Facebook discussions with educators Kylie Hoey and Barbara Schubert, the topic of rote memorisation of Dolch words came up. They expressed concerns that memorising words is inefficient, hit-and-miss, or creates bad habits compared to pure decoding. Kylie emphasised teaching words like “with,” “there,” and “one” through explicit decoding and etymology, while Barbara noted that comprehension doesn’t simply follow decoding. 

I respect their views and experience, but I’d like to share why I combine strong phonics instruction with deliberate rote memorisation of Dolch (high-frequency) words — especially for dyslexic children.

Why I Teach Memorisation of Dolch Words

Dolch words make up 50-70% of the words in children’s books. When a child can instantly recognise and read them, they gain confidence immediately. They start reading real sentences from the very first or second lesson instead of getting stuck and frustrated.

I do not teach these as pure “visual memory” or whole-word guessing with no letter-sound connection. That’s a common misunderstanding. 

My students:

Spell the words out loud using letter names.

Repeat them in context.

Use them in simple sentences right away (see Lesson 2 in my book, which includes “with”).

 

This rote practice doesn’t replace phonics — it works right alongside it as another useful tool in the toolbox. A screwdriver is great for screws, so why not use it where it helps? Meanwhile, I’m still teaching full decoding skills for everything else.

Many Dolch words are partly or fully decodable anyway. But quick memorisation gives an early win. My dyslexic students (one-on-one) often read their first full sentences within an hour and go home smiling. That motivation matters enormously.

Results Speak Louder Than Theory

Over 15+ years, more than 80 of my former dyslexic students are now professionals — engineers, doctors, accountants, and more. They learned both phonics and Dolch word memorisation. I don’t see memorisation as competing with decoding; I see it as accelerating real reading.

This reminds me of the old Tamil fable about the prince who caught a three-legged rabbit and declared that all rabbits have three legs. One method (or one research trend) doesn’t fit every child. We saw similar overconfidence years ago with the idea that phonological awareness deficit is the main cause of dyslexia — a claim that I challenged.

A Balanced Approach Works Best

I teach phonics thoroughly (as covered in Part 1 and Part 2). At the same time, I have students memorise the high-frequency words so they can start reading meaningful text from day one. Why choose the longer road when a child can experience success immediately?

Educators: What has worked best for your struggling readers? Have you tried combining explicit phonics with rote memorisation of high-frequency words? I’d love to hear your experiences.

You can preview my approach in the sample lessons of my book on Amazon. Don’t forget to click the QR Code at the beginning of each chapter. LINK 

 

Questions and comments are always welcome.