What instruction should a teacher provide to a student with good phonological skills but limited letter recognition?

The selection of intensive instruction targeting grade-level alphabet knowledge is crucial for a student who demonstrates strong phonological skills but lacks proficiency in letter recognition. Since the student already has a foundation in phonological awareness, which includes the ability to manipulate sounds and understand the sound structure of words, the next step is to ensure that they can connect these sounds to the corresponding letters and letter combinations.

By focusing on intensive alphabet instruction, the teacher can provide systematic and explicit teaching of the letters, including their names, sounds, and the relationships between them. This targeted approach will help the student bridge the gap between their phonological skills and the ability to recognize letters, enabling them to decode words more effectively when reading.

Without this concentrated effort on letter recognition, the student may struggle to apply their phonological capabilities during reading tasks. Therefore, prioritizing this foundational skill allows the student to build confidence and competence in their overall literacy development, ultimately supporting their reading fluency and comprehension in the long run.