![]() ![]() when they see the written form of ‘m’, they can tell you that it makes the sound ‘mmm’. They are not yet able to discriminate the single letter from the entire word and will require explicit teaching to differentiate between them.įrom there, children need to be able to match a letter with its corresponding sound, e.g. ![]() We cannot say that this child has an alphabetic understanding of the letter ‘s’. Teacher: ‘Yes, the letter ‘s’ is the first letter in your name. When asked what the sound the letter makes, some will give you their whole name, for example, Often, when a child starts school, they can tell you the first letter of their name and so you presume that they ‘know’ that letter. To be able to do this we be sure that the child understands the difference between a word and a letter. Initially, we want the child to understand that a specific sound relates to a single written letter. We provide this as a base on which we will later add the letter patterns that commonly form single sounds in the English language. When we begin working with letter/sound relationships, we use only the most common sound for each letter. (Future blog posts will deal more specifically with each of these, but these simple definitions will suffice for now.)Ĭhildren’s reading development is dependent on their understanding of the Alphabetic Principal – that is, the understanding that letters and letter patterns represent the sounds of spoken language. Orthographic awareness refers to letter patterns in words – their position, combinations, and the sequences in which they occur so that spoken language is represented in written form. Phonemic awareness is a subset of phonological awareness and relates to the student’s ability to hear and manipulate the sounds in words. Phonological awareness is the awareness of sounds that make up syllables and words, and it includes the ability to segment, blend and manipulate those sounds. The building blocks for literacy are phonological, phonemic, and orthographic awareness. Moving students on before this learning is embedded can dramatically affect their reading success in the future. The first year of school is crucial in building a solid foundation of these skills. ![]() Our aim in teaching is not to rush through the alphabet to tick off each letter as it’s been ‘taught’, but to guide our students through the stages of learning while monitoring each child, reviewing and intervening where required. To successfully learn letter/sound relationships, we provide children with adequate instruction, practice, and time so that they can work at their own pace to embed each letter and sound in their memory. They also need to be able to do this automatically and without hesitation. Alphabetic knowledge requires a child to confidently and accurately identify all 26 letters in the written form, express the corresponding sound and match each sound with its letter in upper and lower case, in print and cursive scripts. ![]()
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