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

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/

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. 

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

Example dialog:

Teacher: What letter has the /p/ sound?

Student: p

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/

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/

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