Sound/symbol correspondence
Yola Center · 2020
This chapter outlines the first component of the word recognition program, teaching sound/symbol correspondence. This is followed by a suggested sequence of sound/symbol introduction in the first school year. Instruction in sound/symbol correspondence is the first component of a suggested word recognition program in the first school year to be outlined. If articulatory gestures are closer to the heart of phonological representations than sounds, this suggests that teaching children to monitor these gestures when they pronounce sounds in words may be an effective way of enhancing phonemic awareness and its impact on reading and spelling. Obviously, the pace of letter/sound introduction will vary with class ability, and the sequence of letter/sound introduction will depend both on teachers’ preferences and on available readers.