PHONICS-BASED AND SIGHT-WORD APPROACHES IN EARLY READING DEVELOPMENT: A CONCEPTUAL REVIEW

Abstract

Early reading instruction remains a central concern in early childhood education, particularly due to persistent debates surrounding the effectiveness of phonics-based and sight-word approaches. This conceptual review synthesises theoretical perspectives, largescale research findings, and classroom-oriented studies to examine how these approaches contribute to decoding, reading fluency, and comprehension. Drawing on influential reviews and cognitive models of reading development, the article argues that systematic phonics instruction provides a foundational and transferable mechanism for early reading acquisition, while sight-word learning plays a complementary role when integrated within a balanced literacy framework. By critically engaging with existing literature, the review clarifies areas of consensus, highlights ongoing debates, and identifies implications for early childhood literacy practice.