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So how do we do that? How do we make sure that our students have the alphabetic principle? Today I want to share five things that you can do. Any speech sound can be represented with a letter or collection of letters from the alphabet." Also in her book, O'Connor reminds us that the alphabetic principle should be established as early as possible, definitely by the end of kindergarten. Any word that we say can be broken into speech sounds. O'Connor in her fantastic book, Teaching Word Recognition, and she writes, "The alphabetic principle can be understood in this way. If learners don't also have a strong understanding of the alphabetic principle, they're missing a big piece to the puzzle when it comes to reading and spelling."Ī great definition of the alphabetic principle comes from Rollanda E. I'd always thought that if learners had two important skills, they were good to go as readers and spellers: phonemic awareness and knowledge of letter sounds. I'm sure I'd heard the phrase before, and I'm sure I'd even learned what it meant, but when I actually understood its role in teaching beginning readers and helping struggling readers, it all became very clear. "I'm telling you when I began to truly understand the alphabetic principle, it absolutely blew my mind. The alphabetic principle is something that we as teachers might take for granted, but as it turns out, a lot of our students don't acquire this as naturally as we might think.īecky Spence, who is the creator of This Reading Mama and the co-author of my online course Teaching Every Reader, wrote this on her website, For example, the letter D represents the sound /d/. In other words, we use graphemes to represent phonemes, a letter or group of letters to represent a single sound.
#Alphabetic principle code#
The alphabetic principle is this idea that print is a code for sounds. Incidental instruction highlights elements of language as they appear in the text and does not make use of a predetermined teaching sequence.Hello, Anna Geiger here from The Measured Mom, and welcome to Episode 73 of Triple R Teaching, where we're going to look at five ways to build the alphabetic principle. Instruction is based on analysis of the complexity of the knowledge and skills to be learned to ensure student understanding.Įxplicit instruction is “a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students.” Rosenshine 2012 Systematic instruction has a clearly planned sequence, introducing new content methodically and cumulatively.
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Orthographic mapping uses knowledge of grapheme-phoneme correspondences to establish a memory for printed words. Orthographic mapping is the cognitive process for to storing words for immediate and automatic retrieval. Phonic decoding (also known as phonological recoding) is the strategy employed to enable the reader to sound out unfamiliar words and uses the phonemic awareness skills of oral segmenting and blending in combination with letter-sound knowledge. Phonics instruction ensures the beginning reader understands how speech sounds, or phonemes, map to the letters, or graphemes. Phonics is the body of knowledge that incorporates letter-sound knowledge and the skills to employ this knowledge to accurately read words. Letter-sound knowledge is secure knowledge of the relationship between sounds (phonemes) and letters (graphemes) along with letter names. It is the conceptual understanding that the letters in the alphabet can be combined in various ways represent our spoken words in writing. In order to teach reading effectively teachers need to understand the difference between the alphabetic principle, letter-sound knowledge, phonics, phonic decoding and orthographic mapping.Īlphabetic principle is an insight rather than a specific skill. Understanding grapheme-phoneme correspondences requires knowledge of the English alphabet and how letters combine in a variety of ways to represent our speech sounds.
#Alphabetic principle crack#
If half of our English vocabulary can be spelled accurately by sound-symbol correspondence it’s easy to see why grapheme-phoneme correspondences are central to being able to crack the English code and understand our writing system or orthography.
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10% can be spelled correctly if meaning, origin and morphology and etymology are considered.36% more are spelled with only one irregularity (usually the vowel sound).50% of words in English are spelled accurately by sound–symbol correspondence rules alone.The English writing system is more complex than other alphabetic languages, but it is predictable: