From ongoing Linkedin discussion, well worth visiting.
To add to the discussion, I would like to share an experience this past week with a young child of three who has learned her letter-sounds as incidentally as she learned the doll or cup she was playing with at the time of this observation. She was role playing and was teaching her doll how to build the word “cup” by teaching her to listen to the letters in the word. I have had many say why teach a child letter sounds when they should be playing with dolls and cups and I find great frustration at not being able to explain successfully that the child was playing with knowledge she had of the world around her. She was so happy with what she “knew” about the world. She knows cups, dolls, and letter-sounds. After all, how many cups and baby dolls does a child see in a day compared to the number of printed letters. If the system could shift just a bit…with moms, dads, and caregivers sharing /m/ and /s/ as mmm and sss instead of letter-names offered at the same time as letter-sounds, we would find children building critical associations between what they heard people say and the letter-sounds that represent what their ears hear. I know I am the developer of the Souns program and this could be seen as a marketing moment…but I was a teacher of three decades before Souns and it is the child who led me to the logic of it. It is the child who wants real tools and if we could just offer the most useful tool – letter-sound associations – there would be no need for Souns or 70% of the intervention programs exhibited in conference halls. Rant over!