![]() ![]() Introducing single consonants and consonant blends or clusters should be introduced in separate lessons to avoid confusion. It might next add consonant blends, followed by digraphs (for example, th, sh, ch), which permits children to read common words such as this, she, and chair. It can then add more single consonants and more short vowel sounds, with perhaps one long vowel sound. Instruction might start by introducing two or more single consonants and one or two short vowel sounds. Instruction should also separate the introduction of sounds for letters that are auditorily confusing, such as /b/ and /v/ or /i/ and /e/, or visually confusing, such as b and d or p and g. Stop sounds at the beginning or middle of words are harder for children to blend than are continuous sounds. It is also a good idea to begin instruction in sound-letter relationships by choosing consonants such as f, m, n, r, and s, whose sounds can be pronounced in isolation with the least distortion. For example, the spellings m, a, t, s, p, and h are high utility, but the spellings x as in box, gh, as in through, ey as in they, and a as in want are of lower utility. That is, the relationships chosen should have high utility. It is generally agreed, however, that the earliest relationships introduced should be those that enable children to begin reading words as soon as possible. Furthermore, there is no agreed upon order in which to introduce the letter-sound relationships. One obvious and important factor to consider in determining the rate of introduction is the performance of the group of students with whom the instruction is to be used. No set rule governs how fast or how slow to introduce letter-sound relationships. This instruction should include activities in which children learn to identify, name, and write both upper case and lower case versions of each letter. Informal but planned instruction in which children have many opportunities to see, play with, and compare letters leads to efficient letter learning. They learn letter shapes as they play with blocks, plastic letters, and alphabetic books. Children learn letter names by singing songs such as the “Alphabet Song,” and by reciting rhymes. Once children are able to identify and name letters with ease, they can begin to learn letter sounds and spellings.Ĭhildren appear to acquire alphabetic knowledge in a sequence that begins with letter names, then letter shapes, and finally letter sounds. Children cannot understand and apply the alphabetic principle (understanding that there are systematic and predictable relationships between written letters and spoken sounds) until they can recognize and name a number of letters.Ĭhildren whose alphabetic knowledge is not well developed when they start school need sensibly organized instruction that will help them identify, name, and write letters. Not knowing letter names is related to children’s difficulty in learning letter sounds and in recognizing words. ![]()
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