![]() Learning letter-sound correspondences increases students’ ability to decode and encode written words based on the individual sounds of a word. ![]() There are programs or video clips that can be used to reinforce and practice letter-sound correspondences. It is also helpful for students to write the letters as they say the letter’s sound. ![]() Students should see the letter in print as they are saying the sound. Letter-sound correspondence taught using action or movement can lessen the strain. ![]() This may seem laborious for some, but very necessary to build an adequate, firm foundation in which to develop fluent reading and comprehension of the written words. Students are typically taught one letter and one sound at a time, before adding or talking about the other sounds an alphabet letter may make. Individuals begin learning about letters, letter sounds, and the sounds of combining letters into words as they learn how to speak or communicate orally. This can be tricky as some letters can stand for several different sounds and the sounds of the individual letter can change when they are combined with other letters. Some will learn the name of each individual alphabet letter by accident, most will need to be explicitly taught what each letter is called. Learning how to read the symbols or words begins when a person attaches pictures to sounds. The comprehension component of reading begins at birth, when a person begins to attach sounds to meaning. But reading the words is not enough, as one must have meaning attached to the words to comprehend what the words mean. This will develop the connections necessary to process and read printed words. However, the words ‘flip,’ and ‘fox’ both have four sounds, and would get one token in each of four boxes.Our brain is not prewired to read, so we must “train” our brain through instruction and practice. The words ‘sun’ and ‘ship’ both have three sounds, so they would get one token in each of three boxes. Each individual sound, or phoneme, in the word gets its own token in its own box. When students hear a word or see a picture to represent a word (like ‘cat’ or ‘sun’), they place tokens into a box on their paper. Students use them almost exclusively for auditory processing, so students are not reading or writing, but instead listening to words. This strategy strengthens students’ phonological awareness, or their ability to manipulate sounds in words. The longer the original word is, the more difficult this activity becomes.Īlso known as Elkonin boxes, sound boxes are another great way to help students build the foundation necessary to understand the alphabetic principle. For younger readers, this activity is best done with short CVC words. Students continue changing just one letter at a time to see how “high” their ladder can go. They write that new word above the original word. Next, they change just one letter in the word to create a new word. Students start by writing down a given word. They also teach students how to manipulate sounds to create new words. Word ladders are a great way to help students develop an understanding of the relationship between letters and sounds. This way, students can contextualize the sound in a word they already know well. Teachers learn to always show the picture when making the sound. For example, some phonics programs pair the letter A and the /a/ sound with a picture of an apple. Teachers should always pair this combination with a picture cue of something beginning with that sound. When students are first learning letters, it’s important to teach the name of the letter and its sound simultaneously. Below are some of the best strategies for helping students develop an understanding of the alphabetic principle: Students should also learn the term “alphabetic principle.” They should know that there’s a name for the relationship between letters and sounds and use it when talking about words. This happens through explicit and thorough phonics instruction. The best way to ensure that students develop an understanding of the alphabetic principle is to teach it, and to provide them with opportunities to deepen their understanding of it. This makes them more susceptible to practicing weak reading strategies like guessing, skipping, or using picture clues to determine words. Students in Kindergarten, first, or second grade who don’t have a firm grasp on the alphabetic principle have a harder time developing the skills to become competent decoders. The alphabetic principle is the foundation that allows students to master the skill of decoding words based on their sounds. Students need to develop a thorough understanding of the alphabetic principle before they can master reading. The alphabetic principle states that all words are made up of sounds and that those sounds are represented by symbols.
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