What are letter-sound correspondences?

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Shop online at creative.com for Sound Blaster sound cards, Gaming headsets, Wireless speakers, Bluetooth headphones. Here is an example of instruction to teach letter-sound correspondences. The instructor introduces the new letter and its sound; shows a card with the letter m and says the sound “mmmm” After practice with this letter sound, the instructor provides review. The instructor says a letter sound; The learner listens to the sound.

Letter-sound correspondences involve knowledge of

• the sounds represented by the letters of the alphabet
• the letters used to represent the sounds

Why is knowledge of letter-sound correspondences important?

Knowledge of letter-sound correspondences is essential in reading and writing

• In order to read a word:
  • the learner must recognize the letters in the word and associate each letter with its sound
• In order to write or type a word:
  • the learner must break the word into its component sounds and know the letters that represent these sounds.

Knowledge of letter-sound correspondences and phonological awareness skills are the basic building blocks of literacy learning.

These skills are strong predictors of how well students learn to read.

What sequence should be used to teach letter-sound correspondence?

Letter-sound correspondences should be taught one at a time. As soon as the learner acquires one letter sound correspondence, introduce a new one.

We suggest teaching the letters and sounds in this sequence

• a, m, t, p, o, n, c, d, u, s, g, h, i, f, b, l, e, r, w, k, x, v, y, z, j, q

This sequence was designed to help learners start reading as soon as possible

• Letters that occur frequently in simple words (e.g., a, m, t) are taught first.
• Letters that look similar and have similar sounds (b and d) are separated in the instructional sequence to avoid confusion.
• Short vowels are taught before long vowels.
• Lower case letters are taught first since these occur more frequently than upper case letters.

The sequence is intended as a guideline. Modify the sequence as required to accommodate the learner’s

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• prior knowledge
• interests
• hearing

Is it appropriate to teach letter names as well as letter sounds?

Start by teaching the sounds of the letters, not their names. Knowing the names of letters is not necessary to read or write. Knowledge of letter names can interfere with successful decoding.

• For example, the learner looks at a word and thinks of the names of the letters instead of the sounds.

Sample goal for instruction in letter-sound correspondences

The learner will

• listen to a target sound presented orally
• identify the letter that represents the sound
• select the appropriate letter from a group of letter cards, an alphabet board, or a keyboard with at least 80% accuracy

Instructional Task

Here is an example of instruction to teach letter-sound correspondences

• The instructor
  • introduces the new letter and its sound
  • shows a card with the letter m and says the sound “mmmm”

After practice with this letter sound, the instructor provides review

• The instructor
  • says a letter sound
• The learner
  • listens to the sound
  • looks at each of the letters provided as response options
  • selects the correct letter
    • from a group of letter cards,
    • from an alphabet board, or
    • from a keyboard.

Instructional Materials

Various materials can be used to teach letter-sound correspondences

• cards with lower case letters
• an alphabet board that includes lower case letters
• a keyboard adapted to include lower case letters

Here is an example of an adapted keyboard that might be used for instruction once a student knows many of the letter-sound correspondences.

The learner must

• listen to the target sound – “mmmm”
• select the letter – m – from the keyboard

Instructional Procedure

The instructor teaches letter-sound correspondences using these procedures:

• Model
  • The instructor demonstrates the letter-sound correspondence for the learner.
• Guided practice
  • The instructor provides scaffolding support or prompting to help the learner match the letter and sound correctly.
  • The instructor gradually fades this support as the learner develops competence.
• Independent practice
  • The learner listens to the target sound and selects the letter independently.
  • The instructor monitors the learner’s responses and provides appropriate feedback.

Student Example

Krista is 8 years old in this video

• Krista has multiple challenges, including a hearing impairment, a visual impairment, and a motor impairment. She also has a tracheostomy.
• We started to work with Krista when she was 8 years old. At that time, she was in a special education class at school and was not receiving literacy instruction.
• She uses sign approximations to communicate with others. She also uses a computer with speech output (a Mercury with Speaking Dynamically Pro software). Because of her hearing impairment, she does best when she receives augmented input (sign and speech).
• This video was taken after 3 weeks of instruction.
• Krista is learning letter-sound correspondences. So far she has been introduced to the letter sounds for m and b
  • Janice is providing instruction; Marissa, a graduate student at Penn State, is learning about literacy instruction and helping to collect data; and Krista’s parents and nurse are watching the session, excited about her progress.
  • Janice
    • provides an array of letter cards as response options
    • says one of the target letter sounds
  • Krista
    • listens to the sound
    • points to the letter that makes the target sound
• After 3 weeks (approximately 3 hours) of instruction, Krista has successfully learned the letter sounds – m and b.
• Over the next months, we introduced the other letter sounds gradually. We also worked on recognition of high interest sight words, decoding skills, and shared reading activities.
• Krista made excellent progress in all activities. Click to learn more about Krista’s success learning literacy skills despite the many challenges she faced.

Pointers

There are a wide range of fonts. These fonts use different forms of letters, especially the letter a.

• Initially use a consistent font in all instructional materials
• Later, as the learner develops competence, introduce variations in font.

Last Updated: February 19, 2019

Client

A leading global financial services firm

Issues

• The client’s new technology financial center required installation of six (6), emergency, diesel driven, generators within their central utilities plant.
• The firm had experienced considerable growth and needed to expand its credit card transaction processing capabilities. The new Technology Center was designed to process up to approximately one million credit transactions every minute.
• This considerable volume of critical banking transactions required a facility designed to operate uninterrupted in the event of a power failure. Behind the facility are two (2) 15,000 gallon capacity diesel storage tanks enabling the facility to operate without municipal electric service for up to two (2) weeks.
• The facility is located in close proximity to a residential area. Due to the potential of long term operation and the frequent systems operation tests, sound attenuation was required for both the inlet and discharge air openings of the building.

Project Photos

Click on image to enlarge

Solutions

The project specification included Kinetics Noise Control, Inc. (KNC) for equipment vibration isolation. The representative discussed this project with the mechanical engineering firm and acoustical consultant. Because of their long time experience with KNC’s HVAC equipment vibration and architectural noise separation products and services both the mechanical firm and acoustical consultant also preferred KNC’s sound attenuators for the project.

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Advantages of Proposed Solution

• KNC silencer performance is backed by independent tests in accordance with a NVLAP accredited laboratory, per ASTM E477 test standard and AMCA 1011 recognized test standard for testing the performance of duct and ventilation silencers.
• KNC is unlimited in silencer sizing scheme and make fit-the-duct or opening sizes to meet any project need.
• KNC has streamlined, high capacity manufacturing that meets any delivery schedule.

Project Goals

• Need for long-term silencing of both intake and discharge ventilation systems
• Need for quick design, fabrication and installation of silencers
• Need to stage product delivery consisting of nine full, dedicated, flat-bed trailer shipments as to allow storage indoors at the limited space construction site
• Qty = (2), 342,000 cfm, identical outside air intake silencer banks and qty = (6), 107,600, identical exhaust air discharge silencer banks

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NOISEBLOCK™ Applied Products

KNC model VRS, straight, rectangular silencers were supplied. They were constructed of 18 gage solid outer skin and 22 gage perforated inner baffle skin all material was galvanized steel, Type G90. The acoustic grade fill was encapsulated in a Tedlar® erosion barrier including an acoustic spacer.

The project consisted of two (2), intake silencer banks each 12'-0' H x 68'-0' W x 9'-0' L and each bank constructed of sixty (60) 40.5' W x 47.5' H x 108' L smaller silencers and six (6), discharge silencers each 14'-0' H x 12'-0' W x 7'-0' L and each bank constructed of thirty-six (36) 47.25' W x 41.625' H x 84' L smaller silencers.

After installing all discharge and intake silencer modules, the contractor used field applied angle flanges to band and connect the silencer banks to the building structure.

Resolution

KNC’s manufacturing team and the representative worked closely with the mechanical contractor to fabricate and deliver product to coincide with the contractor’s installation schedule. The time-line was met. The architect and acoustical consultant praised the work and highly recommend KNC for future projects.