One such strategy is encouraging students to read words without stopping between sounds. Strategies for blending or, reading words from left to right by linking each letter or group of letters to their sounds, can be taught to help students decode regular words. Instead students would be taught to read those words as whole words, or by sight, rather than using a “sound it out” approach. Irregular words, or words that do not follow phonic rules, such as “said” and “was,” would not be taught using blending strategies. cat, box, bet), containing the letters and sounds they have learned. Once students have learned a few letter-sound relationships, they can begin to read regular words, or words that follow the phonetic rules and can be sounded out (e.g. After students master sounds spelled with one letter, more complex letter-sound relationships such as ‘sh’ for /sh/, ‘a_e’ for /a/, and ‘igh’ for /i/ can be introduced. Stagger letter-sound relationships that are auditorily confusing (such as b and v) or visually similar (such as b and d) to promote mastery of one before introducing the confusing counterpart to students. When teaching new letter-sound relationships, begin with letter-sound relationships of high utility (such as m, a, and s) so students can begin working with words as soon as possible. There is no specific agreed upon instructional sequence for introducing letter-sound relationships however, relationships that enable students to begin reading words as quickly as possible should be introduced earliest in instruction. Multiple practice opportunities with letter-sound relationships should be provided daily to teach new letter-sound relationships and to review letters and sounds previously taught. For example, if students are learning the letter and sound for ‘p’ with an image of a pig as the picture cue, the accompanying story may be “Polly Pig likes to eat pizza and play with her pals.” When teaching the relationship between each letter and its corresponding sound, introduce the letter in uppercase and lowercase. For each letter-sound relationship, instruction should include naming the letter or letters that represent the sound and it should associate a picture cue of an object with the target sound to help students remember the relationship between the letter and the sound (i.e., an image of a pig, the printed letter p, and the teacher orally stating the sound for /p/).Īdditionally, incorporating a short story that incorporates the sound and has a picture of an object with the target sound and letter helps students remember the picture and the sound when they encounter the letter in print. To teach letter sound correspondence, work with a few sounds at a time by teaching each letter of the alphabet and its corresponding sound. Letter-sound correspondence, or the relationship of the letters in the alphabet to the sounds they produce, is a key component of the alphabetic principle and learning to read. The ability to apply these predictable relationships to familiar and unfamiliar words is crucial to reading. Alphabetic principle is the idea that letters, and groups of letters, match individual sounds in words.
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