Difficulty Acquiring the Alphabet Sounds Screen

Difficulty Acquiring the Alphabet Sounds – Screen

Year Level: Early Years, Foundation

In-depth Screens (when students are slow to progress or are experiencing difficulties) with acquiring their alphabet sounds.

This screen has been designed to identify why students are not progressing or why they are experiencing difficulties acquiring skills. The screens highlight what additional skills require targeting. The results should direct the efforts of Educational Assistants, parents and support staff and direct teachers in making modifications to targeted small group or individual teaching. The screen assesses the ability to identify and verbalise the sounds at the beginning of simple words (i.e. initial sound awareness), which is a precursor to acquiring alphabet sounds.

The download is a quick screen to determine:

  • Initial Phoneme Awareness
  • Verbalisation of Initial Phonemes (Sounds)
  • Alphabet Readiness

On page 5 of the whole school literacy strategy we outline when initial sound awareness should be ideally instructed. The short response is the term before an alphabet sound program is introduced. This page provides a more detailed explanation of how the skill is taught explicitly first, then there is a 1-minute progress check scheduled to determine if this essential skill has been adequately developed for the next area of instruction, the alphabet sounds and blending.

  • Foundation Screening & Tracking Manual

    The Foundation Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations and discontinue rules. We recommended that the screens are administered following a solid period of repeated targeted instruction as outlined in the PLD Foundation Teaching Sequence Manual. In this way, the screens function as a check-in […]

    The Foundation Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations and discontinue rules. We recommended that

  • Early Years Screening & Tracking Manual

    The Early Years Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations and discontinue rules. We recommended that the screens are administered following a solid period of repeated targeted instruction as outlined in the PLD Early Years Teaching Sequence Manual. In this way, the screens function as […]

    The Early Years Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations and discontinue rules. We recommended

  • Early Years Pre-Literacy Screening

    The Pre-Literacy Screens have been designed to profile the acquisition of core literacy precursor skills that will impact later reading, spelling and phonic development.

    The screen focuses on two main skills: 1. Phonological Awareness: the ability to attend to the phonological structure or sound structure of words. 2. Alphabetic

  • PLD’s Whole School Literacy Plan

    The document outlines how to implement PLD’s literacy, Movement and Motor and Oral Language resources during the Early Years, Foundation, Year 1 & 2 and across Years 3 to 6. Each page provides suggested time frames and implementation recommendations.

    The purpose of this document is to provide an implementation outline to assist schools in scheduling the PLD programs within a broad school-based strategy. When

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