Vocabulary and Context
Expanded vocabulary contributes to reading speed and comprehension by raising the number of words that are readily recognisable and allows new classes of phrase recognition. At the same time, sight reading drills involving new words can improve vocabulary if a good dictionary discipline is maintained. Dictionary discipline is the consistent practice of reviewing word definitions as documented in a reliable dictionary every time an unfamiliar word is encountered and even every time a familiar word is encountered in an unfamiliar usage. It's less important to "get through the lesson" than for the reader to be lead by curiosity to the discovery of new words, usage, and meaning.
Henning & Pickett (2000) documented a marked increase in vocabulary as a result of various sight reading programs. Ehri & Roberts (1979) found that while context trained children who learned words from their use in sentences, learned more about the semantics of printed words; children taught with flash cards could read much faster. Additionally, the requirement to type everything that is flashed during flash-card exercises is a well-established way of improving spelling (Cohen, 1980).
These interesting research findings show that sight reading also feeds back on vocabulary by raising curiosity about the meaning of words and thereby encouraging readers to more often seek out the meaning of unfamiliar words. The same can be said of speed reading because phrase recognition depends on the understanding of component words.
