To read and write words in the partial alphabetic phase, children apply their partial knowledge of the spelling system to connect some letters in words to sounds. Developing this awareness of phonemes enables readers to form connections between the sounds in words they pronounce and the letters used to spell those words-and that helps them store words in memory and get closer to reading automatically by sight. For example, to distinguish the three phonemes in mat, children can learn that first the lips are closed to say the sound /m/, then opened to say /a/, and then the tongue is lifted to the roof of the mouth to say /t/. Another instructional strategy that helps is analyzing the positions and movements of parts of the mouth to pronounce words. Instruction in how letters represent sounds-like ch making the first sound in chick-helps children distinguish phonemes in speech. Older struggling readers may also be stuck in this phase and therefore need more instruction and practice.ĭistinguishing phonemes is hard because there are no breaks between them in spoken words. Typically, children in the partial alphabetic phase are in kindergarten or first grade they know letter names and some letter sounds, but they have not received systematic instruction in how letters represent sounds. For example, help has four phonemes (each letter makes a sound), and chick has three phonemes (because c and h are combined to make one sound and likewise c and k). They also need to be taught how to detect the smallest sounds (which are called phonemes) in spoken words. To move into the partial alphabetic phase, children need to learn letter shapes, names, and sounds. It will become a fun time to snuggle up together-and you’ll be helping your child grow into a strong reader. The more words they know, the easier it will be to build their reading-by-sight vocabularies later on. For example, they may use the golden arches rather than the letter M to read “McDonald’s.” They may know letters in their own names, but these are memorized rather than connected to the sounds in their names.Ĭhildren’s spoken vocabularies grow during this phase, especially when adults read books to them. Pre-Alphabetic Phaseĭuring the pre-alphabetic phase, which is typical of three- and four-year-olds who have not yet begun reading instruction, children have little knowledge of how letters represent sounds, so they use visual or context cues to read (or guess) words. My research suggests that children move through four phases on their way to becoming joyful, confident readers. Along with many colleagues, I’ve been studying how children learn to read for more than 50 years. As a parent or caregiver, you need to know if your child is making good progress in learning to read. But becoming a strong reader takes several years. In elementary school, an important goal of reading instruction is to enable children to read most words automatically by sight so that they can focus on learning from and enjoying what they are reading. The meanings of words just pop into their minds without any effort and enable them to focus on the meaning of the text. ![]() Readers can look at word spellings and recognize the pronunciations and meanings immediately without having to stop and decode, analogize, or predict words. ![]() Words that readers have read before and have stored in memory can be read automatically by sight. They can use prior meanings in a sentence or text to predict words (and to confirm that words read in other ways fit the meaning of the text). They can read new words by analogy for example, if they already know play and jump, they can read plump. They can sound out and blend letters to decode words. There are several ways that people might read words.
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