What instructional plan should a teacher develop for a student with good phonological awareness but limited alphabet recognition?

Developing an instructional plan for a student with good phonological awareness but limited alphabet recognition should prioritize integrating instruction that addresses gaps in the student's knowledge gradually. This approach is beneficial because the student already possesses the ability to manipulate sounds and understands the relationships between them and letters. Therefore, the instruction can build on this existing strength in phonological awareness.

By integrating letter recognition into the phonological activities, the student can make connections between the sounds they can manipulate and the letters that represent those sounds. This gradual approach helps reinforce and solidify the learning process, promoting a more comprehensive literacy foundation. It balances between enhancing their phonics skills while supporting their overall literacy development, ensuring that the student gains both phonological and alphabetic knowledge concurrently.

Focusing solely on reading comprehension or limiting the plan to phonics drills would not adequately address the student's needs. Reading comprehension requires a certain level of alphabet recognition to engage effectively with texts, while phonics-only instruction might neglect the broader scope of literacy development necessary for the student’s growth. Similarly, intensive letter drills without integrating them into meaningful literacy contexts might lead to rote learning rather than genuine understanding.