Letter-Sound Correspondence

A group of children sit on the floor cross legged, listening to the teacher. They all have their hands raised in the air to answer a question.

Ebook-13 The next step towards becoming a successful reader is learning letter-sound correspondence. During our last unit on print awareness, children learned that print corresponds with oral language. Now, children will learn the specific sounds that letters make.

When introducing new sounds, make sure to break it down so that children are only learning 2-3 new sounds at a time. The following is a suggested order for teaching sounds:
t, b, f, n, m, c, a, i, r, o, g, d, s, e, u, l, h, k, p, j, v, w, z, qu, y and x

Use visual alphabet cards when introducing a new letter. Model the sound that the letter makes and have your child practice the sound as well. Listen closely to ensure accuracy. Also, be careful to correctly model sounds yourself. For example, s says “sss”, not “suh”. Many times the “uh” sound is added incorrectly at the end.

Knowledge about letter sound correspondences is important in reading and writing because:

  • The learner should recognize the alphabets in the word and he should be able to associate every alphabet with it’s sound.
  • The learner must be able to break the word in it’s corresponding component sounds and get to know the alphabets representing these sounds.

The knowledge of letter sound correspondences along with phonological awareness skills form the basic building platforms of literacy learning. These strong predictors tell how well the students learn to read.

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