Why teach Dolch Sight Words?
Because fluency in reading the Dolch 220 and the 95 nouns is essential to literacy.
Why present the learning in a fun game style?
Because when kids are having fun they don't mind working on reading words, especially the sight words that don't always sound out the way they look.
Contents and Directions of our fun new Dolch Sight Word Reading Packet:
Page 3: Content page.
Pages 4: Bug Smash Game Direction pages.
Page 5: What is a Dolch Sight Word Explanation page.
Pages 6: Level One Dolch Sight Word List. Use this page as a reading screener and for keeping track of the words that the child can and cannot read.
Pages 7 to 15: Level One Dolch Sight Word Flies.
Pages 16: Level Two Dolch Sight Word List.
Pages 17 to 27: Level Two Dolch Sight Word Flies.
Page 28: Labeling cards for the two fly card packs.
Pages 29: Feed the frog reinforcer page. Print, laminate and cut out the card insertion area. Student reads the word and then is asked to “feed” the frogs by putting the word fly into the frogs mouth.
Page 30: Fill the net reinforcer page.
Pages 31-32: Magnifying glass Seek-n-Finds for Level One words.
Pages 33-34: Magnifying glass Seek-n-Finds for Level Two words.
Pages 35-36 Extra pages: Dolch Sight Word Noun Seek-n-Finds. The student is asked to read the Dolch noun word and then looks for the picture of the noun. The student circles the picture once it has been found.
Page 37-38: Dolch Sight Word Noun Crossword Puzzles.
Page 39: Twin Sisters Speech & Language Therapy Copyright information page.
Speech Language Pathology & Literacy Position Statement:It is the position of the American Speech-Language-Hearing Association (ASHA) that speech-language pathologists (SLPs) play a critical and direct role in the development of literacy for children and adolescents with communication disorders,  including those with severe or multiple disabilities. SLPs also make a contribution to the literacy efforts of a school district or community on behalf of other children and adolescents. These roles are implemented in collaboration with others who have expertise in the development of written language and vary with settings and experience of those involved. 
The connections between spoken and written language are well established in that (a) spoken language provides the foundation for the development of reading and writing; (b) spoken and written language have a reciprocal relationship, such that each builds on the other to result in general language and literacy competence, starting early and continuing through childhood into adulthood; (c) children with spoken language problems frequently have difficulty learning to read and write, and children with reading and writing problems frequently have difficulty with spoken language  ; and (d) instruction in spoken language can result in growth in written language, and instruction in written language can result in growth in spoken language.
As with difficulty in learning to listen and speak, difficulty in learning to read and write can involve any of the components of language—phonology, morphology, syntax, semantics, and pragmatics. Problems can occur in the production, comprehension, and awareness of language at the sound, syllable, word, sentence, and discourse levels. Individuals with reading and writing problems also may experience difficulties in using language strategically to communicate, think, and learn. These fundamental connections necessitate that intervention for language disorders target written as well as spoken language needs.
SLPs' knowledge of normal and disordered language acquisition, and their clinical experience in developing individualized programs for children and adolescents, prepare them to assume a variety of roles related to the development of reading and writing. Appropriate roles and responsibilities for SLPs include, but are not limited to (a) preventing written language problems by fostering language acquisition and emergent literacy; (b) identifying children at risk for reading and writing problems; (c) assessing reading and writing; (d) providing intervention and documenting outcomes for reading and writing; and (e) assuming other roles, such as providing assistance to general education teachers, parents, and students; advocating for effective literacy practices; and advancing the knowledge base. These roles are dynamic in relation to the evolving knowledge base and have implications for research and professional education.