A supplementary educational resource typically focuses on the word “will.” This type of resource reinforces reading skills by presenting the word in various contexts, such as sentences and short stories, often accompanied by activities like tracing, writing, and identifying the word within larger text blocks. An example might involve a sentence like, “The cat ___ play with the yarn,” requiring the learner to fill in the blank with the target word. These materials aim to move “will” from a word requiring decoding to instant recognition, crucial for fluent reading.
Mastery of frequently used words, like “will,” forms a foundation for reading comprehension. Automated recognition frees cognitive resources, allowing learners to focus on meaning rather than individual word decoding. This contributes to reading fluency and, subsequently, better comprehension of more complex texts. Historically, such focused practice aligns with the development of sight word lists and a greater understanding of the role of automaticity in skilled reading.
