Sound letter recognition

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.

Letter Recognition Activities for Preschool and Kindergarten

Teachers are always on the look-out for effective letter recognition activities, because learning to recognize letters and sounds is a critical step in learning how to read.

One of the first steps your child will take in learning to read is developing a skill called letter recognition. Before your young learner can start to sound out words, blend syllables together, or master other early reading fundamentals, they’ll need to be able to identify letters.

The Importance of Letter Recognition in Early Childhood

Letter recognition is a critical skill in early childhood.

Are you teaching letter recognition skills to your preschoolers? When it comes to pre-reading skills, letter recognition is an important part!

This post is going to share all about recognition of letters as well as loads of letter recognition activities so your preschooler can start their pre-reading journey.

FAQ About How to Teach Letter Recognition

Teaching letter identification is a lot about teaching preschoolers the alphabet. Here are some frequently asked questions about how to teach the alphabet (and letter recognition skills) to preschoolers.

How do I teach the alphabet to preschoolers?

Preschoolers need a lot of exposure to the alphabet. They need explicit instruction as well as plenty of indirect alphabet instruction.

That’s where letter knowledge builds through playful and natural activities in day to day life. To start teaching your preschooler the alphabet, try these things:

~ Read lots and lots of picture books!
~ Point out print around you.
~ Teach your child the letters of his name.
~ Teach each letter explicitly.
~ Do lots of whole alphabet activities, too.
~ Do hands-on alphabet activities.
~ Sing letter songs.

What order should I teach letters to preschoolers?

The alphabet should not be taught in alphabetical order. Teaching the alphabet in order puts a big focus on those beginning letters. Those are probably going to be the ones that your child sees and remembers most, since that Alphabet Song is so catchy!

Instead, teach the letters in order of how frequently they appear easily decodable words. Letters like s, t, r, m, n, a, o, and p should be taught first. These are “high-frequency” letters and emphasis on these letters first will allow children to quickly start reading simple words.

What is Letter Recognition?

Alphabetic recognition is sometimes called letter recognition or letter identification, but all three terms have the same meaning. Letter recognition activities refer to the ability to visually recognize letters of the alphabet through hands-on learning activities and these have critical importance in early childhood education.

Effective alphabet activities that aid in teaching letter recognition include:

matching same case letters
matching uppercase letters with lowercase letters
naming letters in both cases
distinguishing between similarly shaped letters like C/G, M/W, d/b and p/q

Some might even go so far to say that true letter recognition also includes the ability to name each letter and match that letter name with its written form, both upper and lower case, and in both manuscript and cursive.

Child learning letters and numbers. Kid with colorful wooden abc blocks. Little boy spelling words with educational block toys. Kids doing school homework at white desk. Bedroom for preschool children

Why do Letter Recognition Activities with Kids?

Letter recognition is important because it enables beginning readers to figure out how printed text is associated with the spoken language.

Having a mastery of letter names can make learning letter sounds easier for young readers. The sounds of many letter names are closely related to the sound the letter makes.

For example, say letter “d” and you will hear the /d/ sound. Say letter “m” and you will hear the /m/ sound. Many letters of the alphabet follow this, so even while focusing on letter recognition, children are also being exposed to and learning letter sound. This increases their overall letter knowledge.

This is why alphabetic recognition is one of the very first skills children learn while they are beginning readers. It parallels phonological awareness and comes before phonemic awareness and decoding.

How Do You Teach Recognition of Letters?

Researchers and seasoned teachers agree that effective letter identification instruction is a careful balance of both an explicit introduction and instruction of specific letters and frequent exposure to those letters in multiple forms, both isolated and within the text.

More simply put, the best way to teach your preschoolers the alphabet is to follow these perimeters:

explicit introduction of letters
explicit instruction of individual letters
frequent exposure to letters in multiple forms
frequent isolated exposure
frequent within-text exposure

This kind of combined instruction helps children learn letter names, shapes, and sounds within relation to each other in a fun and exciting way.

Children should be offered a variety of learning materials for learning the alphabet.

This can include hands-on alphabet activities and some letter recognition worksheets for older children.

Easy Letter Recognition Activities for Preschoolers and Kindergarteners

Following are a few very simple, easy to prepare letter recognition activities to help you get started. You’ll find some free alphabet cards, hands-on activities like sensory bins, and even visual discrimination practice. Use these ideas for providing extra practice for struggling kindergarten students, or for small group practice in preschool.

ABC Song

Sing the alphabet song to your child everyday and invite your little one to join in. If you have alphabet cards at home, point out each letter as you sing.

Here is one of our favorite YouTube playlists of alphabet songs that feature each letter of the alphabet.

ABC Books

Read alphabet books to your child. There are literally hundreds available, some even story like. Invite your child to talk with you about the pictures. Have your preschooler trace the letter on each page, too.

Here are some of our all-time favorite alphabet books by the author Jerry Pallota. Preschoolers love his ABC books because they are centered around a specific theme.

Additionally, you can create your own alphabet books. My interactive alphabet books are one of my most popular products.

ABC Cards

Display alphabet cards in your child’s bedroom or somewhere else very visible to your child. Say the alphabet each day, pointing to the letters as you say them. Make it a part of your child’s bedtime or morning time routine.

Write ABCs

Give your child every opportunity to explore letters by allowing time to write focus letters. Allow your child to explore writing through sensory play and various writing materials. Try markers, crayons, pencils, finger paints, or writing in various materials such as hair gel, shaving cream, paint, sand, or salt.

Build ABCs

Give your child buttons, pom poms, cotton balls, small rocks, bolts, unifix cubes, or another set of counters to place on a letter print out. Letter building is the preferred way to teach letter formation, over pen and paper activities like preschooler letter recognition worksheets.

Create ABC Crafts

Make an animal out of the letter staring with the same animal sound. For example, make a duck out of the letter d, or a moose out of letter m. Totally Tots has a great collection of ideas here. Red Ted has a fun collection of hand print letter ideas that are so fun!

ABCs in the Environment

Point out letters in everyday print, such as product boxes, store signs, and billboards. Click here for my post on environmental print.

Free Printable Letter Recognition Activities

Researchers and educators agree that beginning readers experience more success in reading when they can rapidly and accurately recall letter names before they learn basic phonics. This post was loaded with information on why we should teach the abs, but also will activities to teach the alphabet.

Here are a few more free letter identification printables for preschoolers.

More Resources on Letter Recognition Activities

Teaching Reading Sourcebook by CORE

Phonics from A to Z by Wiley Blevins

Straight Talk about Reading: How Parents Can Make a Difference During the Early Years by Susan L. Hall and Louisa C. Moats

Sarah Punkoney, MAT

I’m Sarah, an educator turned stay-at-home-mama of five! I’m the owner and creator of Stay At Home Educator, a website about intentional teaching and purposeful learning in the early childhood years. I’ve taught a range of levels, from preschool to college and a little bit of everything in between. Right now my focus is teaching my children and running a preschool from my home. Credentials include: Bachelors in Art, Masters in Curriculum and Instruction.

stayathomeeducator.com/

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