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ERIC Number: ED535433
Record Type: Non-Journal
Publication Date: 2010-Apr-26
Pages: 6
Abstractor: As Provided
Reference Count: 0
Teaching Letter Sounds in Preschool, Kindergarten, and Special Education: Five Strategies to Ease the Memory Burden
Gordon, Lynn
Online Submission, Paper presented at the International Reading Association Annual Convention (55th, Chicago, IL, Apr 26, 2010)
Teaching students the most frequent sounds of the alphabet letters is the first crucial step in good phonics instruction. But beginning letter and sound lessons, especially if poorly taught or too rapidly paced, can be overwhelming and confusing for some young children and struggling readers. How can we simplify the cognitive task for such students? This paper presents five strategies that can make mastering letter sounds easier for preschoolers, kindergartners, and struggling readers (including students with developmental delays and specific learning disabilities). Non-reading second language learners can also benefit from this direct and highly comprehensible core method. Although many students do not require the streamlined approach offered here, teachers who seek to increase instructional efficiency, those who wish to accelerate early reading for young children, and those who work with students who demonstrate memory deficits, can employ these strategies to reduce what can be a significant cognitive burden associated with traditional and comprehensive beginning phonics instruction. (Contains 1 figure.)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Early Childhood Education; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A