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Teaching reading by training beginners to associate letters with their sound(s) and how they are blended to form words.
Awareness that sounds, letters and words work together to help with reading and writing. Instructional practice that emphasise how spellings are related to speech sounds in systematic ways
Areas of concern Strategies, resources and links within the Addressing Dyslexia Toolkit and to external sites
Can the learner:  
See the letters and hear the sounds - making the grapheme-phoneme links? Introduce lots of multisensory learning incorporating concrete supports e.g plastic letters, finger writing in sand.
Elkonin (sound) approach boxes - linking one box for each sound or phoneme
Segmentation/blending boxes.
Free activities online e.g. http://www.abcfastphonics.com/
GDDS Phonological assessment available on the Addressing Dyslexia Toolkit -
Phonological Awareness (http://www.addressingdyslexia.org/CPD/Phonological_AwarenessAssessment.doc)
Alphabet Awareness (http://www.addressingdyslexia.org/CPD/Alphabet_Awareness.doc)
Manipulation of letters, sounds and words (http://www.addressingdyslexia.org/CPD/Workingwith_LettersSoundsAndWords.doc)
Sound programs which local authorities may recommend
Alphabet blocks - http://www.bbc.co.uk/cbeebies/shows/alphablocks
Double It! (Help with phonics and early decoding) (http://www.addressingdyslexia.org/pages/links3.php?ID=23)
Gaelic Code Cracker - Fuaimean Feumail (http://www.addressingdyslexia.org/pages/links3.php?ID=26)
Robbie the Robot – Syllable and phoneme awareness (http://www.addressingdyslexia.org/pages/links3.php?ID=10)
Hold sounds in an order in their auditory short-term memory and then blend them to make words?
Blend but can't retain sounds long enough.
Retain sounds but has difficulty blending
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