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ERIC Number: EJ1137687
Record Type: Journal
Publication Date: 2017-May
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1053-4512
Systematic Instruction in Phoneme-Grapheme Correspondence for Students with Reading Disabilities
Earle, Gentry A.; Sayeski, Kristin L.
Intervention in School and Clinic, v52 n5 p262-269 May 2017
Letter-sound knowledge is a strong predictor of a student's ability to decode words. Approximately 50% of English words can be decoded by following a sound-symbol correspondence rule alone and an additional 36% are spelled with only one error. Many students with reading disabilities or who struggle to learn to read have difficulty with phonology, an understanding of how sounds are organized within language. This can result in difficulty grasping the alphabetic principle, the knowledge of the relation between speech sounds and the letters/letter patterns that represent them. Research has demonstrated the benefits of intensive, explicit instruction for developing struggling readers' capacity to identify phonemes and apply knowledge of phoneme-grapheme correspondence for decoding. In this article, common misconceptions and basic tenets of effective letter-sound instruction are provided to help special educators and reading interventionists plan for effective phoneme-grapheme correspondence instruction for students with reading disabilities or who are at risk for reading failure.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A