Alphabet and sounds of letters

The Alphabetic Principle | Reading Rockets

Not knowing letter names is related to children's difficulty in learning letter sounds and in recognizing words. Children cannot understand and apply the alphabetic principle (understanding that there are systematic and predictable relationships between written letters and spoken sounds) until they can recognize and name a number of letters.

Children whose alphabetic knowledge is not well developed when they start school need sensibly organized instruction that will help them identify, name, and write letters. Once children are able to identify and name letters with ease, they can begin to learn letter sounds and spellings.

Children appear to acquire alphabetic knowledge in a sequence that begins with letter names, then letter shapes, and finally letter sounds. Children learn letter names by singing songs such as the "Alphabet Song," and by reciting rhymes. They learn letter shapes as they play with blocks, plastic letters, and alphabetic books. Informal but planned instruction in which children have many opportunities to see, play with, and compare letters leads to efficient letter learning. This instruction should include activities in which children learn to identify, name, and write both upper case and lower case versions of each letter.

What is the "alphabetic principle"?

Children's reading development is dependent on their understanding of the alphabetic principle – the idea that letters and letter patterns represent the sounds of spoken language. Learning that there are predictable relationships between sounds and letters allows children to apply these relationships to both familiar and unfamiliar words, and to begin to read with fluency.

The goal of phonics instruction is to help children to learn and be able to use the Alphabetic Principle. The alphabetic principle is the understanding that there are systematic and predictable relationships between written letters and spoken sounds. Phonics instruction helps children learn the relationships between the letters of written language and the sounds of spoken language.

Two issues of importance in instruction in the alphabetic principle are the plan of instruction and the rate of instruction.

The alphabetic principle plan of instruction

Teach letter-sound relationships explicitly and in isolation.
Provide opportunities for children to practice letter-sound relationships in daily lessons.
Provide practice opportunities that include new sound-letter relationships, as well as cumulatively reviewing previously taught relationships.
Give children opportunities early and often to apply their expanding knowledge of sound-letter relationships to the reading of phonetically spelled words that are familiar in meaning.

Rate and sequence of instruction

No set rule governs how fast or how slow to introduce letter-sound relationships. One obvious and important factor to consider in determining the rate of introduction is the performance of the group of students with whom the instruction is to be used. Furthermore, there is no agreed upon order in which to introduce the letter-sound relationships. It is generally agreed, however, that the earliest relationships introduced should be those that enable children to begin reading words as soon as possible. That is, the relationships chosen should have high utility. For example, the spellings m, a, t, s, p, and h are high utility, but the spellings x as in box, gh, as in through, ey as in they, and a as in want are of lower utility.

It is also a good idea to begin instruction in sound-letter relationships by choosing consonants such as f, m, n, r, and s, whose sounds can be pronounced in isolation with the least distortion. Stop sounds at the beginning or middle of words are harder for children to blend than are continuous sounds.

Instruction should also separate the introduction of sounds for letters that are auditorily confusing, such as /b/ and /v/ or /i/ and /e/, or visually confusing, such as b and d or p and g.

Instruction might start by introducing two or more single consonants and one or two short vowel sounds. It can then add more single consonants and more short vowel sounds, with perhaps one long vowel sound. It might next add consonant blends, followed by digraphs (for example, th, sh, ch), which permits children to read common words such as this, she, and chair. Introducing single consonants and consonant blends or clusters should be introduced in separate lessons to avoid confusion.

The point is that the order of introduction should be logical and consistent with the rate at which children can learn. Furthermore, the sound-letter relationships chosen for early introduction should permit children to work with words as soon as possible.

Many teachers use a combination of instructional methods rather than just one. Research suggests that explicit, teacher-directed instruction is more effective in teaching the alphabetic principle than is less-explicit and less-direct instruction.

Guidelines for rate and sequence of instruction

Recognize that children learn sound-letter relationships at different rates.
Introduce sound-letter relationships at a reasonable pace, in a range from two to four letter-sound relationships a week.

Teach high-utility letter-sound relationships early.
Introduce consonants and vowels in a sequence that permits the children to read words quickly.
Avoid the simultaneous introduction of auditorily or visually similar sounds and letters.
Introduce single consonant sounds and consonant blends/clusters in separate lessons.
Provide blending instruction with words that contain the letter-sound relationships that children have learned.

‎ABC MAGIC PHONICS on the App Store

Description

This app will help your child learn the sounds of the letters of the alphabet, which are necessary for reading. Learning the sounds of the letters gives your child the tools for reading and helps them become better readers. A matching phonetic photo image is matched with each letter to help your child learn the sound of each letter.

This app has many customizable features, including the ability to select which specific letters you would like you child learn.

LOWERCASE
Don’t waste your child’s time teaching them capital letters, which represent only 5% of the words in printed text. 95% of the printed word in books and periodicals is in lowercase letters. Give your child the smart start of learning lowercase letters first.

LETTER SOUNDS
The sounds of the letters are what give children the tools for reading.
Just like counting skills are the foundations of addition, knowing the sounds of the letters are the foundations of reading. Contrary to popular belief and the current educational paradigm, teaching your child the names of the letters DOES NOT help your child learn how to read! TEACHING THE SOUNDS OF THE LETTERS DOES HELP YOUR CHILD LEARN HOW TO READ! Give your child the smart start of learning the sounds of the letters!

RHYTHM
The repetition and rhythm of the words will help your child memorize the sounds of the letters.

VISUAL
The photograph images and colored letters will help your child in learning the letter sounds.

AUDITORY
Children speak all the sounds and words.
Each letter will repeat its sound when touched.
Each photo will say its name when touched.
Most young learners child will enjoy repeating the sounds they hear on this app.

FOCUS
All distracting bells and whistles have been removed to allow your child to focus on the essential skill to be learned here-associating a letter with its most commonly occurring sound using photographs.

A team of educators using accelerated learning techniques and Montessori principles developed this app. It has been tested and used with preschool children. The children loved it and it helped them learn the letter sounds. Please give us your feedback and suggestions.

Jun 23, 2020

Version 4. 3

When "x at the end of words" is not selected the x page still sounded out words if the screen was touched. This is fixed.

If you like this app, please leave a review.
Reviews REALLY help.
Reviews are much APPRECIATED.

Ratings and Reviews

11.5K Ratings

Very useful

Great app for phonics. I like that it has no distracting music in the background. The focus is on sounding the alphabet.

I love this app!

I’m currently a literacy specialist student and researched this app for a class. I’m considering using it now with my students. I really the simplicity of this app as it doesn’t have any “fluff.” If being used to help students learn a specific a skill there shouldn’t be too many distractions from the purpose. There are plenty of other apps with all kinds of games and bells & whistles, but I really like how it’s straight up with practicing letter names and sounds! The purpose of this app isn’t lost! Thanks!

Awesome alphabet app!

This app is awesome for children who are learning their alphabet. It has three choices that you can use when looking at the letters. You can use one picture to go with the letter, four pictures to go with the letter or do letter and picture matching. It also tells you the sound that each letter makes with the short vowel sounds. This app is awesome!

The developer, PRESCHOOL UNIVERSITY, indicated that the app’s privacy practices may include handling of data as described below. For more information, see the developer’s privacy policy.

Data Not Collected

The developer does not collect any data from this app.

Privacy practices may vary, for example, based on the features you use or your age. Learn More

Information

Seller: PRESCHOOL UNIVERSITY
Size: 154.3 MB
Category: Education
Age Rating: 4+, Made for Ages 0–5
Copyright: © 2010 PRESCHOOL UNIVERSITY LLC
Price: Free

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Alphabet / Sounds and Letters / Russian language guide for elementary school

Main
Handbooks
Primary school Russian language guide
Sounds and letters
Alphabet

Alphabet - these are all the letters of the Russian language, arranged in a certain order. Each letter has its place and its name.

There are 33 letters in the Russian alphabet . Of these, 10 vowels ( a, e, ё, i, o, y, s, e, yu, i ) and 21 consonant d, k, l, m, n, p, r, s, t, f, x, c, h, w, u ).

b and b the signs do not refer to vowels or consonants, b is used to indicate the softness of a consonant, and b is used to separate.

Letters of the Russian alphabet:

Capital alphabet of the Russian language:

Share with your friends on social networks:

We advise you to look:

Vowel sounds and letters denoting them

Consonant sounds and letters denoting them

Syllable

Stress

Phonetic analysis

Sounds and letters 7 The rule is found in the following exercises:

1st class

Page 53, Kanakina, Goretsky, Textbook

Page 54, Kanakina, Goretsky, Textbook

Page 55, Kanakina, Goretsky, Textbook

Page 26, Kanakina, Goretsky, Workbook

Page 30, Kanakina, Goretsky, Workbook

Exercise 92, Klimanov, Makeeva, Textbook

Exercise 58, Polyakova, Textbook

Exercise 62, Polyakova, Textbook

Exercise 1, Churakova, Textbook

Exercise 36, Buneev, Buneeva, Pronina, Textbook

2nd class

Exercise 6, Kanakina, Goretsky, Textbook, part 1

Exercise 163, Kanakina, Goretsky, Textbook, part 1

Exercise 178, Kanakina, Goretsky, Textbook, part 1

Exercise 75, Kanakina, Workbook, part 1

Exercise 76, Kanakina, Workbook, part 1

Exercise 77, Kanakina, Workbook, part 1

Exercise 159, Klimanov, Babushkina, Textbook, part 1

Exercise 23, Klimanova, Babushkina, Workbook, part 1

Exercise 100, Klimanova, Babushkina, Workbook, part 1

Exercise 25, Polyakova, Textbook, part 1

Grade 3

Exercise 234, Kanakina, Goretsky, Textbook, part 1

Exercise 86, Kanakina, Workbook, part 1

Exercise 138, Kanakina, Workbook, part 1

Exercise 148, Kanakina, Workbook, part 1

Exercise 157, Kanakina, Workbook, part 1

Exercise 32, Klimanova, Babushkina, Workbook, part 1

Exercise 79, Klimanova, Babushkina, Workbook, part 1

Exercise 161, Polyakova, Textbook, part 1

exercise 30, Buneev, Buneeva, Pronina, Textbook, part 1

4th class

Exercise 61, Kanakina, Goretsky, Textbook, part 1

Exercise 63, Kanakina, Goretsky, Textbook, part 1

Exercise 98, Kanakina, Goretsky, Textbook, part 1

Exercise 14, Buneev, Buneeva, Pronina, Textbook, part 1

Exercise 491, Ladyzhenskaya, Baranov, Trostentsova, Grigoryan, Kulibaba, Textbook, part 2

5th grade

Exercise 296, Ladyzhenskaya, Baranov, Trostentsova, Grigoryan, Kulibaba, Textbook, part 1

Exercise 298, Ladyzhenskaya, Baranov, Trostentsova, Grigoryan, Kulibaba, Textbook, part 1

Exercise 17, Razumovskaya, Lvova, Kapinos, Textbook

exercise 30, Razumovskaya, Lvova, Kapinos, Textbook

Exercise Problem page 15, Alexandrova, Rybchenkova, Glazkov, Lisitsin, Textbook, part 1

Exercise 26, Alexandrova, Rybchenkova, Glazkov, Lisitsin, Textbook, part 1

Exercise 27, Alexandrova, Rybchenkova, Glazkov, Lisitsin, Textbook, part 1

Exercise 28, Alexandrova, Rybchenkova, Glazkov, Lisitsin, Textbook, part 1

Exercise 29, Alexandrova, Rybchenkova, Glazkov, Lisitsin, Textbook, part 1

Exercise Repetition § 10 pp. 38-39, Alexandrova, Rybchenkova, Glazkov, Lisitsin, Textbook, part 1

Grade 8

Exercise 368, Razumovskaya, Lvova, Kapinos, Textbook

Vowel sounds and letters. How many are there in Russian?

Free introductory lesson in Russian

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The correct pronunciation of words is one of the components of beautiful and literate speech. To achieve this, you will first have to study the sounds themselves. In this article, we will figure out together what vowel sounds are, how many vowels are in the alphabet of the Russian language, and what sounds they can represent.

What are vowels and sounds

Vowel sounds are those sounds that we freely convey with our voice. This is where their name comes from:0186 voice means "voice". When pronouncing, air exits through the mouth and does not create noise, and the position of the tongue and lips determines which vowel sound we will pronounce.

There are much fewer vowels in Russian than consonants. There are 6 of them in total: [a], [o], [i], [s], [y] and [e]. To understand whether a vowel sound is in front of you or not, try to sing it. For example:

a-a-a ,
woo
s-s-s .

If it works, then the sound is a vowel. You can't do that with consonants.

There are more vowels than sounds - there are 10 of them: a, i, u, u, o, e, e, e, i, s . This difference is due to the fact that some of these letters can represent two sounds and are pronounced using a combination of a vowel and a consonant [y']. For example, in the word spruce , the letter e expresses two sounds - [y'] and [e]. Let's look at the table all the vowel sounds and the letters that represent them.

Letter	Sound	Example
a	[a]	pharmacy
i	[a] [d'] + [a]	change anchor
at	[y]	moon
	[y] [y'] + [y]	love skirt
o	[o] [a]	horse milk
e	[e] [y'] + [e] [and]	victory raccoon great
e	[o] [d'] + [o]	rope hedgehog
e	[e]	evolution
and	[and] [s]	caviar life
s	[s]	choice

Demo lesson in Russian

Take the test at the introductory lesson and find out what topics separate you from the "five" in Russian.

How vowel sounds are related to syllables

Vowel sounds form syllables - sound segments of words that we pronounce with one breath. One syllable can be either a vowel with one or more consonants, or a vowel alone. There is even a rule by which syllables can be counted: how many vowels in a word - so many syllables.

For example, in the word journey there are 5 vowels: [u], [i], [e], [i] and [e]. This means that it has 5 syllables: p-te-she-stv-e .

Test yourself!

Count the number of syllables in the words: try on, tanner, well-groomed, care, prefix, capital, wet, invitation, orange .

Vowel sounds and stress

Now let's see what groups vowel sounds are divided into. Sometimes their pronunciation depends on whether the stress falls on them, that is, whether we single them out with our voice. So vowel sounds are divided into stressed and unstressed. Here are some examples:

Sound	Impact position	Unstressed position
[and]	large	prize money
[a]	chess	spruce
[y]	frog	empty

Stress in Russian can fall on any of the existing vowel sounds. However, only 4 of them can be unstressed - these are [a], [i], [y] and [s]. In this position, we pronounce sounds weaker than under stress, because of which they can change qualities and sound differently.

Interestingly, the vowels [o] and [e] can only be stressed. There are only a couple of exceptions to this rule: for example, in words cocoa and canoe sounds [o] and [e] in an unstressed position.

How unstressed vowels are related to consonants

How an unstressed vowel sounds depends on the consonant that precedes it. Or rather, from its hardness or softness. If it is a hard consonant, it can be followed by unstressed vowels [y], [a] and [s]. When we talk about a soft consonant, it is followed by unstressed vowels [y] and [and].

After a hard consonant	After a soft consonant
[l]howl	p[r'i]kaz
[va]yes	[s'u] yes
[woo]lcan	[v'i]trina

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Test yourself

It's time to find out if you now understand well what vowel sounds are in Russian. To do this, we have prepared tasks for self-examination.

Task 1

List all the vowels in these words:

fair,

rejoice,

doll,

distant,

buddy,

voting,

mirror,

story,

OK,

captivate.

Task 2

Name 5 words each in which the sounds [a], [i], [y] and [s] would be in a stressed position.

Task 3

Name 5 words in which an unstressed vowel would come after a hard consonant and 5 more words where it would follow a soft consonant.

Task 4

Count the number of syllables in the words below (remember to use the rule you learned at the beginning of the article!):