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The Name

Child sees a letter card and says the name of the letter.

Example dialog:

Teacher: (showing m card) Tell me the name of this letter.

Student: m

Teacher: (showing t card) What is the name of this letter?

Student: t

The Sound

Child sees a letter card and says the sound of the letter.

Example dialog:

Teacher:(showing m card) Tell me the sound of this letter.

Student: /m/

The Integration

Child sees a letter card and says the letter name, key word, and sound.

Example dialog:

Teacher:(showing m card) Tell me this key word and sound.

Student: m, monkeys, /m

Auditory association

This is an important prerequisite skill to encoding, or spelling. The child hears the sound and gives the name of the letter, or he hears the name and then provides the sound.

The Name

Child sees a letter card and says the name of the letter.

Example dialog:

Teacher: What letter has the /p/ sound?

Student: p

The Sound

Child hears letter name and says its sound (no cards are used)

Example dialog:

Teacher: What's the sound of p?

Student: /p/

Or, as an alternative when the student is accustomed to the drill technique:

Teacher: m

Student: /m/

The Integration

Child hears a letter name and says the letter name, key word, and sound, using the key words to facilitate recall of the association.

Example dialog:

Teacher: m

Student: m, monkey, /m/

Writing

Tracing letters written on white board (using a vertical plane)

and

Writing the letters in the air relying more on his own bodily-kinesthetic modalities

Richards, R. (2008). Writing Made Easier: Helping Students Develop Automatic Sound/Symbol Correspondence. Exclusive to LD OnLine. Special thanks to Matthew Acosta for his drawing of air writing.

# data[].attributes.body
Phoneme isolation

# data[].attributes.body
https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice