Which consideration is crucial for planning alphabetic principle instruction for an English learner from a non-alphabetic home language?

The correct choice highlights the critical aspect that less phonemic awareness can hinder English learners' ability to make connections between spoken and written language (speech-to-print connections). This is particularly relevant for students coming from non-alphabetic home languages, where the relationship between sounds and letters differs significantly from that of alphabetic languages like English.

When learners have limited exposure to phonemic awareness, they may struggle to understand how sounds in their speech correspond to the written symbols in English, leading to difficulties in reading and writing. This emphasizes the need for tailored instruction that focuses on building phonemic awareness in these learners, which is foundational for acquiring literacy in an alphabetic language. Recognizing this challenge is essential for effective instructional planning, ensuring that learners can develop the skills necessary for successful reading and writing in English.

The other options, while potentially relevant in different contexts, do not address the specific challenges faced by English learners from non-alphabetic language backgrounds when it comes to understanding the alphabetic principle. Thus, they do not provide the focused insight required for planning effective instruction for this particular group of students.