Resources › For Educators Step by Step: Flash Cards for Word Recognition of High Frequency Words Share Flipboard Email Print Tokyo Space Club/Corbis/VCG / Getty Images For Educators Special Education Lesson Plans Applied Behavior Analysis Behavior Management Math Strategies Reading & Writing Social Skills Inclusion Strategies Individual Education Plans Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Teaching Homeschooling By Eileen Bailey Education Expert B.A., English, Mansfield University of Pennsylvania Eileen Bailey has been a freelance writer for over 15 years with a focus on learning disabilities and special education. She's published several books in addition to her articles. our editorial process Eileen Bailey Updated May 20, 2019 The objective of using flashcards is to help students with dyslexia learn high-frequency words and become more fluent in reading. 01 of 04 Flash Cards for High Frequency Words - Materials Materials Index Cards or Construction Paper cut into rectanglesKey rings, one for each studentMarkersStamps, stickers, markers or crayonsBoxes or envelopes, one for each child 02 of 04 Step One Using a list of high-frequency words appropriate for the grade level, or a list of current vocabulary words, make flash cards for each student. Attach one set of cards to a key ring so that each student has their own set of vocabulary words. To make flashcards sturdier, laminate cards before putting on a key ring. A note from Jerry"I also like to punch a hole in a student's resource or reading folder and hook their sight vocabulary words through the hole, so they're always available." 03 of 04 Step Two: Word Recognition of High-Frequency Words for Students with Dyslexia Have students practice and read each word on their key ring. Each time a student reads a word correctly, without hesitation, put a stamp, sticker or mark on the back of the card. If you have laminated cards, stickers will work best. 04 of 04 Step Three: Word Recognition of High-Frequency Words for Students with Dyslexia When the student gets ten marks for a word, remove that word and replace it a new high-frequency or vocabulary word. The original word is placed in the student's box or envelope and reviewed on a weekly or biweekly basis.