It’s important that beginning readers recognize the sounds in their speech. We have a code-based language. Before we draw kids’ awareness to the letters that represent sounds, it makes sense to ensure that kids can hear, identify, and even manipulate the sounds in words the words they will soon read and spell.
e time they reach third grade, sight words are not enough. Word Family associations are not sufficient to support the sophisticated demands of “at grade level” reading in third grade. There are no pictures. Word structures have become more complex. All of the tools provided by the typical greater Cincinnati early childhood classrooms have left many children ill-equipped.