Learning the relationships between letters and sounds is a key component of early literacy development and a central aim during the first year of school. Introducing one new letter a week is the most common approach in many countries, but little is known about how the pace of letter instruction contributes to the development of early literacy…

Six primary school-aged braille students were taught to name 4 to 10 braille letters as phonemes and another 4 to 10 braille letters as graphemes (Study 1). They were then taught to name 10 braille words as onset-rimes and another 10 braille words as whole words (Study 2). Instruction in phonemes and onset rimes resulted in fewer trials and a…

Five subskills in learning to read are identified, and their place in the methods of teaching reading and their relations to each other are discussed. It is concluded that phonemic segmentation must be the most important and the most difficult task in learning to read. (Author/LMO)

Investigates the long-term effects of daily training sessions in word analysis (phoneme isolation or positional treatment versus phoneme segmentation or sequential treatment) on 10 first grade classes in Norway. Concludes that both forms of phonological training had a facilitating effect on reading and spelling. Suggests that lower ability…