How Teaching Letter Sounds Impacts Children
I didn’t grow up in the South. I was born and raised in a small town in Central Illinois, spent time near Chicago, and then moved to North Carolina for my senior year of high school. It was a big shift, but I loved it! The clothes were a bit different, the popular sports shifted a bit, but one thing truly stuck out.
The accent.
At UNC-Chapel Hill, I was surrounded by friends from all over the country, each with their own way of speaking. But it wasn’t until I took my first teaching job at a Title I school in Concord, North Carolina, that I truly understood what a Southern accent meant. And even more importantly, how it could affect the way teachers were teaching letter sounds.
Now, let me be clear - I have nothing but love for a Southern accent. My very best friend has the sweetest, most endearing voice, and she's one of the most intelligent people I know. Accents add so much personality and warmth to the way we communicate. But when it comes to teaching young children how to read, certain speech patterns, like adding an extra sound to the end of letter names can create challenges.
If you’ve never heard of the intrusive schwa before, let me introduce you to it. It’s when an extra sound gets tacked onto the end of certain letters, like saying “duh” instead of a crisp /d/. I had been warned about the schwa, and in that first classroom I really started noticing the pattern. It wasn’t the students saying the sounds incorrectly, it was the teachers teaching the sounds incorrectly to the children from the very beginning.
Thankfully, I was using a phonics program that specifically warned against this habit, so I caught onto it quickly and taught the sounds correctly in my classroom. But, over time I saw that many teachers weren't aware that they were making the sounds incorrectly, or that teaching incorrectly negatively impacts later reading and writing abilities.
That is exactly why I’m here - to help educators catch these common mistakes before they become reading roadblocks. It is the little things that we can do in the preschool classroom that can make a HUGE impact on the future. It begins with a foundation...a foundation that is taught correctly, following research...and of course is FUN!
So, let’s dive in. Here are seven of the biggest mistakes teachers make when teaching letter sounds and what to do instead!
8 Common Mistakes Teachers and Parents Do When Teaching Letter Sounds
First of all, let’s clarify that we should be teaching children letter sounds alongside the names. Letter sounds are the foundation for future reading success, and honestly, when push comes to shove, they are much more important than letter names. Also, research shows teaching the letter name and sound together accelerates children’s letter sound acquisition (Piasta & Wagner, 2010). Some teachers avoid teaching letter sounds in preschool, but this must change! Teach the name, sound, and form together for the most effective learning. See the full blog post here!
Teaching letter sounds can be tricky! Even experienced teachers and parents make mistakes that can slow progress and lead to confusion. The good news? With a few adjustments, you can help children develop strong sound awareness and letter recognition skills.
Mistake #1: Adding Unnecessary Schwa Sounds
The Problem:
This was the problem I noticed from my story above! Some children add an extra, neutral schwa sound at the end of words—saying "mu" instead of "mmmm". Think of the word, "mad". Improperly pronouncing the Mm sound disrupts blending and decoding, as children may say "muad." This makes reading and writing much more difficult.
How to Fix It:
Teach the sounds correctly from beginning, paying special attending to a crisp ending (if it is quick sound), or only saying the single sound, if you are holding out a long sound (see mistake #2). Consistently practice precise pronunciation and correct children from the very beginning if you hear the schwa sneaking in!
Mistake #2: Not Differentiating Between Long and Quick Sounds
The Problem:
It is easy to treat all letter sounds the same, overlooking the important differences between short, quick sounds and long, extended sounds. This can hinder the development of a strong phonological foundation necessary for reading success, especially when it comes to blending and decoding.
How to Fix It:
Take note of quick sounds and long sounds when teaching to children and practice with children accordingly. For example, emphasize that the /b/ sound in "bat" is short and punchy, while the /m/ sound in "mom" is long and continuous. When you practice together, make sure to hold out those long sounds /mmmmm/. BONUS - our body motions match the quick and long sounds...the quick sounds have quick body motions, the long sounds have slow body motions!
Mistake #3: Teaching Only Letter Names Before Sounds
The Problem:
Many children are introduced to letter names before sounds, but letter names don’t help with decoding words. For example, knowing "double-you" won’t help a child sound out “wet.” See why letter sounds are a must in this blog post.
How to Fix It:
Focus on teaching the letter as a whole. Teaching the letter name, sound, and form together. Research shows that learning the name actually aids in learning the sound, so they make a perfect team! Make it even more impactful by integrating movement into the sound and formation practice to make the connection stick.
Mistake #4: Using Words That Don’t Clearly Represent the Sound
The Problem:
Some common teaching words include blends or extra sounds that confuse children. For example, using tree for /t/ introduces an unnecessary /tr/ blend, which makes the sound harder to isolate. This is a HUGE issue in children's literature. Alphabet books are jam-packed with pictures of objects that do not teach the proper sound. Example: Gg is for Giraffe (ugh)!
How to Fix It:
Stick to simple, clean-sound words like tap for /t/ and bat for /b/. Be mindful when reading stories or using pictures and objects to represent sounds. When children are first learning, the most basic sound is best. Avoid blends or long vowel sounds until children are ready for more advanced practice.
Mistake #5: Ignoring Mouth Formation and Articulation
The Problem:
Neglecting how sounds are formed with the mouth can leave children struggling to distinguish between similar sounds. Children need to understand how their mouth, tongue, and lips work together to produce sounds, especially with those children that are struggling.
How to Fix It:
Use mirrors to help children see how their mouths move for different sounds. Encourage children to exaggerate the sound while watching themselves in the mirror. For example, with /p/, they’ll see their lips pop open as they release the sound. Sound walls and flashcards with visual aids showing mouth positions are also fantastic tools! Point to the mouth position on the picture, then point to your own mouth to make the connection between the two. Model and practice!
Mistake #6: Relying Too Much on Worksheets or Passive Learning
The Problem:
Worksheets might seem like an easy way to teach letter sounds, but they often lead to memorization without true understanding. Many preschoolers simply aren’t developmentally ready for abstract paper-and-pencil tasks, and these tasks lack personal connections (which research proves is a must).
How to Fix It:
Make learning active and hands-on! Introduce letter sounds through movement and games. Use fun mystery boxes, hunt for objects with beginning sounds with flashlights. Play games that practice the sound. For example, instead of circling pictures that start with /b/, have children bounce like a ball while saying /b/.
Mistake #7: Ignoring the Power of Multi-Sensory Learning
The Problem:
Many traditional methods of teaching focus on visual and auditory input, such as letter flashcards or repeating sounds. While these methods can be effective for some children, they overlook a critical component: kinesthetic learning, which engages the whole body and brain. By neglecting movement and tactile experiences, we miss the opportunity to reach children who learn best through hands-on, active experiences. Research has shown that multi-sensory learning not only increases engagement but also enhances memory and retention by creating multiple pathways to the brain. Learn more about the benefits of multisensory learning here!
How to Fix It:
Incorporate multi-sensory elements in every lesson. Instead of simply showing a letter or saying its sound, pair it with our whole-body movements, like our Moving Little Minds Alphabet Motions! Explore letter formation through sky writing (large motions), letter yoga, sandpaper whiteboards, salt trays, Play-Doh, etc. By engaging multiple senses—sight, sound, touch, and movement—children can absorb information more effectively and recall it with greater ease. This approach builds stronger neural connections and also meets the diverse needs of ALL learners in the classroom.
Mistake #8: Overlooking the Power of Mnemonics
The Problem:
Many educators miss the opportunity to use mnemonic devices to connect abstract letters and sounds to concrete, memorable images or movements. Without these visual and kinesthetic cues, children may struggle with retention and recall of letter-sound relationships.
Research shows that it helps children link the letter's sounds to the letter's shape in their memory, which will help with letter recall.
How to Fix It:
Use teaching tools that integrate mnemonics into your alphabet lessons. For example, use embedded mnemonics, like a snake for "S" or a mountain for "M," to boost learning retention and connection. Another reason to check out our Moving Little Minds Body Motion Alphabet Flashcards! Another fun idea is to have the children draw their own letter mnemonics and create a personalized alphabet chart for the classroom.
Let's Teach Correctly from the Very Beginning!
Building a strong foundation from day one truly pays off! When we invest in research-based practices and intentional, playful learning, every step we take sets the stage for lifelong success. By nurturing essential skills early, we empower our children to flourish academically and socially. Let’s build right from the start, knowing that every effort today creates a brighter future tomorrow!
Questions or comments? Reach out at hello@movinglittleminds.com
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✔ Engaging & Fun: Turns letter sound instruction into an interactive, playful experience that children love.
✔ Action Packed: EACH letter contains phonics practice, a phonological awareness poem, cvc words, directions for motions, mouth formations, and a letter activity for each letter!
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Alphabet Academy is a self-guided online course. This course will walk you through everything you need to know about teaching the alphabet effectively, from research to implementation, and will provide you with all the tools you need to ensure your students’ success. Our letter sounds program is just ONE of SEVEN learning modules.
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References:
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Science of reading: Phonological awareness & phonics - Nebraska. Science of Reading: Phonological Awareness & Phonics. (2020, November). Retrieved August 12, 2022, from https://cdn.education.ne.gov/wp-content/uploads/2020/11/Nebraska-Session-1-Phonological-Awareness-and-Phonics-2.pdf
University of Copenhagen - Faculty of Science. (2022, June 8). Whole-body learning can boost children's letter sound recognition -- the first step toward reading: Children who move while learning sounds of letters significantly improve their ability to recognize individual letter sounds. ScienceDaily. Retrieved August 9, 2022 from www.sciencedaily.com/releases/2022/06/220608091403.htm
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