No set rule governs how fast or how slow to introduce letter-sound relationships. This instruction should include activities in which children learn to identify, name, and write both upper case and lower case versions of each letter. Informal but planned instruction in which children have many opportunities to see, play with, and compare letters leads to efficient letter learning. They learn letter shapes as they play with blocks, plastic letters, and alphabetic books.
Children learn letter names by singing songs such as the “Alphabet Song,” and by reciting rhymes. Once children are able to identify and name letters with ease, they can begin to learn letter sounds and spellings.Ĭhildren appear to acquire alphabetic knowledge in a sequence that begins with letter names, then letter shapes, and finally letter sounds.
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.Ĭhildren whose alphabetic knowledge is not well developed when they start school need sensibly organized instruction that will help them identify, name, and write letters. Not knowing letter names is related to children’s difficulty in learning letter sounds and in recognizing words.
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