Describe 5 common problems in core reading programs regarding how letter-sound correspondences are introduced

Question

What will be an ideal response?

Answer 1

• Too much information introduced at once. Some reading programs introduce uppercase letters and lowercase letters simultaneously. Some reading programs introduce letter names and letter sounds simultaneously. Some reading programs introduce upper- and lowercase letters and letter names simultaneously with introducing the letter–sound correspondence. Some reading programs introduce more than one sound for a letter..
• Sequence that is potentially confusing. Some reading programs sequence the introduction of letters without consideration to the similarity of similar sounds or appearance..
• Too rapid an introduction. Some reading programs introduce new letter–sound correspondences at a faster rate than is realistic for the child who enters school with little literacy-related information.
• Potentially confusing teacher presentations. Some reading programs present letter–sound correspondences in a manner that incorporates language that at-risk students may not understand and/or that does not provide students with clear models of how to say the sound.
• Too little practice. Some reading programs do not provide daily practice with letter–sound correspondences. A letter–sound correspondence may appear for several lessons and then not be reviewed for a number of days.