Ability of child to see a letter (i.e., "s") or letter combination (i.e., "sh") and identify its common sound (i.e., /s/ or /sh/, respectively)
How do I know if learning letter-sound knowledge is the child's most pressing need?
- Child attempts to decode unfamiliar words using the sound-symbol relationships, but too often is stumped or makes a letter-sound error that impedes decoding efforts
- Child knows so few letter-sounds that even the concept of the alphabetic principle is difficult to grasp
- Particular consonant or short vowel sounds consistently impede decoding efforts
For diagnostic purposes, we describe the types of phonics knowledge children need as either being just basic letter-sound knowledge (one sound per spelling, i.e., /ă/ or /ch/) or advanced phonics knowledge (one sound but multiple spellings, i.e., the /ō/ in "show," "boat," "toe," "most," and "note").
Which TRI strategies most efficiently target a student's need memorize more letter-sounds?
- Segmenting Words when the child has few or no letter-sounds memorized already
- Change One Sound when the child has at least a few letter-sounds already memorized
- Read, Write, & Say when the child has a few or more letter-sounds already memorized
- All other TRI Word Work strategies continue to support a child's developing letter-sound knowledge, yet the above 3 strategies are intended to be used when acquiring basic letter-sound knowledge is the student's most pressing need.
- (If a child's most pressing need is for advanced phonics knowledge, click on that element on the Word Identification model.)