Students with problems learning to read will often have problems with comprehension for single alphabet letters and their sounds. The Sounds of Words can be helpful in this area as well. The parent/teacher can choose very short, simple words familiar to the learner which feature the usual sounds of the consonants and short vowel sounds. Then help the struggling reader write and decode the words, discovering the "sound spelling." You will need to use an alphabet chart, and you will help the learner concretely and multi-sensorily work with the letters and their sounds. Singing the alphabet song, touching each letter, then finding the letter to write, and repeating the sound of the letter while writing it, will provide practice. And, if the student has difficulty copying the letter, the teacher/parent can write it and allow her/him the opportunity to trace it while discovering each letter for the illustrating word.
Connecting the letters to simple familiar spoken words helps the struggling learner comprehend the alphabet and its sounds. And if the student continues to have difficulty saying the letter names and their sounds, he/she can be helped by adding the activity of the manipulation of oversized letters. If the parent/teacher needs to use this activity, it is very important to use very familiar simple words. Introduce writing simultaneously, and teach the simple vowel-consonant patterns, as detailed in The Sounds Of Words procedure.
The teacher/parent should feel very free to use any short, simple words that interest the struggling learner. The goal is for her/him to make the connection between the words and the letters, thus comprehending the alphabet and its sounds. I have used words related to animals, food, songs, NASCAR, etc., etc. Anything goes, as long as it is short and simple, and G-rated!
P has been doing very well reading, spelling, and writing Level one words. Level one words include the most frequently used words in speech and______________
My reading students chose to participate in their annual talent show recently. They chose to sing along with songs they liked. Once they selec______________
Today is a bright, blue sky autumn day in Southside Virginia. The leaves of the trees are losing their green, and are glowing with reds, orange______________
In many instances, the teacher is assigned a particular curriculum to be used for language arts/English instruction. The material often creates______________
Many struggling learners of English have difficulty with phonemic awareness. They do not hear the sounds of words clearly enough to comprehend ______________
Citizens of the world are interested in learning the English language. English-speaking countries generally value democracy and free enterprise______________
Struggling readers have the desire to be able to communicate with their friends on social media. They wish to be able to read and post messages______________
Readers are writers, and writers are readers. Natural readers enjoy reading widely, often at an early age. They comprehend the words and the t______________
Today I helped a learner who is planning to sing a self-selected country song in a talent show this fall. He has listened to the song on the ra______________
Recently I was asked why I insist on teaching phonics to students who are having difficulty learning phonics. My answer to that question is tha______________