1. Linking spoken and written words – this is when children start to make the links between what they hear and what they see by memorising certain parts of words, convert letters into a sound then a blend ie ‘sh’ or use the first part of the word together with meaning.
2. Recognising letter-groups and words – at this stage, children are beginning to learn how to actually recode a letter cluster as a sound pattern. This is when THRASS is a useful tool for students to use when working with words.
3. Reading words directly – Children at this stage are now reading words using their phonemic and orthographic knowledge. This is when they start to make analogies with words that they know. For example, if the unknown word is ‘lay’ they may remember the word ‘d + ay = day’ and use this word to help them problem solve the unknown word.
4. Reading words of two or more syllables – at this stage, children are now combining segments of words, manipulating stress patterns in words and recognising smaller words within words and base words.
- Phonemic Awareness and Young Children in the Preschool Classroom (brighthub.com)
- How I Teach My Child To Read: Lesson 5 & 6 (valuebookshop.com)
- Research Evidence – The Cognitive Foundations of Learning to Read: A … (sedl.org)
- Developmental reading disorder – All Information (umm.edu)