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Sequence for introducing letter–sounds
There are varied opinions as to the appropriate order for the introduction of letter–sound
relationships. The following principles should be taken into consideration when making
decisions about an appropriate order for introduction:
• any decisions should be based on what students already know and their learning needs
• more useful (ie commonly occurring) letter–sounds should be introduced before less
useful letter–sounds
• initially only the most common sound for the new letter or letter combination should
be introduced
• letters or letter combinations that look alike or are likely to cause confusion (for example
/b/ and /d/, /oa/, /oi/, /oo/ and /ou/) should be separated
• letters or letter combinations that sound alike (eg /u/ and /a/, /sh/ and /ch/, /ar/
(arm), /ur/ (fur) and /or/ (sport)) should be separated
• letter combinations and/or letters that represent the same sound should be taught
together (/ee/ and /ea/, /ai/ and /ay/, /ir/ and /ur/, /oi/ and /oy/, /au/ and /aw/).
The following table presents a possible order for the introduction of letter–sound relationships.
The order is based on the principles above, the scope and sequence of phonological and
graphological skills in the
, and
Direct Instruction Reading
, (Carnine et
al 2010). It is a guide only and should not be considered as a set sequence.
As students acquire letter–sounds, teachers should provide opportunities for a high level
of active practice blending the letter–sounds to make words. Blending should commence
when students are able to fluently read 4–6 letter–sounds. Teachers should use the syllabus
indicators, and scope and sequence of phonological and graphological skills to inform the
words in which the sounds are to be blended (for example cvc, cvvc, etc).
It is important to note that for students experiencing difficulties, only a limited number
of letter–sounds should be introduced at one time.
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Support Materials for Students with Special Education Needs
English K–6
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eading
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