I have a particular interest in dyslexia and discovering those students who may benefit from early intervention through a response to intervention program. My graduate work centered on the curriculum, instruction, and assessment of literacy acquisition. The knowledge that I learned through my experiences in teaching literacy at home and in the classroom over the past 25 years fueled my drive to earn a PhD in Education with a focus in Curriculum, Instruction, and Assessment. Teaching literacy became a passion of mine while raising my children. The Fragility of the Alphabetic Principle: Childrens Knowledge of Letter Names Can Cause Them to Spell Syllabically Rather Than Alphabetically Authors. Learning to read is a very complex, interdependent process that takes time and practice. This knowledge gives students a tool to allow them to be self-starters, to begin sounding out (decoding) and spelling (encoding) words on their own. Alphabetic understanding or sound-letter correspondences is the second pillar of structured literacy, which I defined in an earlier blog as the knowing of the relationship(s) between phoneme(s) and grapheme(s). The article defines alphabetic principle as two parts, alphabetic understanding and phonological recoding. The University of Oregon (2009) wrote and published an article at that discusses the concepts and research of alphabetic principle and its components. Students need a safe learning environment to explore the relationships of sounds and letters, without ridicule, as they develop efficient reading highways in their brain. This often makes students tired or overwhelmed. A dyslexic brain works overtime to develop new connections between the different parts of brain necessary to process written words into meaning. This is also why some dyslexic individuals tend to be labeled as dumb, lazy, etc. Their brain connections typically develop differently from most individuals. Students who are dyslexic will often take longer to learn letter-sound correspondences as their brains are initially wired differently. Learning letter-sound correspondences increases students’ ability to decode and encode written words based on the individual sounds of a word. There are programs or video clips that can be used to reinforce and practice letter-sound correspondences. It is also helpful for students to write the letters as they say the letter’s sound. Students should see the letter in print as they are saying the sound. Letter-sound correspondence taught using action or movement can lessen the strain. This may seem laborious for some, but very necessary to build an adequate, firm foundation in which to develop fluent reading and comprehension of the written words. Students are typically taught one letter and one sound at a time, before adding or talking about the other sounds an alphabet letter may make. Phonics instruction helps children learn the relationships between the letters of written language and the sounds of spoken language.
ALPHABETIC PRINCIPLE HOW TO
Individuals begin learning about letters, letter sounds, and the sounds of combining letters into words as they learn how to speak or communicate orally. The alphabetic principle is the understanding that there are systematic and predictable relationships between written letters and spoken sounds. This can be tricky as some letters can stand for several different sounds and the sounds of the individual letter can change when they are combined with other letters. Some will learn the name of each individual alphabet letter by accident, most will need to be explicitly taught what each letter is called. Learning how to read the symbols or words begins when a person attaches pictures to sounds. The comprehension component of reading begins at birth, when a person begins to attach sounds to meaning. But reading the words is not enough, as one must have meaning attached to the words to comprehend what the words mean. This will develop the connections necessary to process and read printed words. Educators earn digital badges that certify knowledge, skill, and experience.Our brain is not prewired to read, so we must “train” our brain through instruction and practice. Save time lesson planning by exploring our library of educator reviews to over 550,000 open educational resources (OER).Īn all-in-one learning object repository and curriculum management platform that combines Lesson Planet’s library of educator-reviews to open educational resources with district materials and district-licensed publisher content.Ī comprehensive online edtech PD solution for schools and districts. Timely and inspiring teaching ideas that you can apply in your classroom Manage saved and uploaded resources and foldersīrowse educational resources by subject and topic Search reviewed educational resources by keyword, subject, grade, type, and more
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