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TEACH Letter Names
Letter Sounds
A Word to Associate with Each Letter.
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The Sweet Sound 

of Sounding Words Out 

Teaching graphemic recognition is simply teaching your child to ‘decode’ (sound out) words based upon her recognition of the phonemes and morphemes in the written words.

It is a sure way to boost her ability to read fluently.

It will ensure that she is not stumped when she comes to unfamiliar words because she will easily sound words out—even really large words—and continue reading the passage.

A good list of graphemes (phonemes in print) and consistent practice is the easiest way to teach graphemic recognition.

It Works!

My son learned to read with a graphemic (phonogram) chart when he was three!


The process was a bit different with my son.  Please follow the process that I follow when tutoring children.

When tutoring, I introduce the complete list at once.  

There is generally NO familiarity with this chart so I start off by saying the phoneme (grapheme) and letting the child repeat. (Ecoute et Repete is what my high school French teacher used to say—Listen and repeat.)

I go through this list at a rather swift pace.  I am NOT trying to get the student to learn and instantly recognize these right from the onset.

Consistency in practice will bring about these goals.

We go through the list and get right to reading.  If we come across a problem as we are reading--and it is NOT one of those words that just won't play by the rules--I will pull the chart out and allow it to help us get ‘unstuck’.

Like This Page And Comment About Graphemic Recognition Below.


If my student and I are new to this, I will point to the grapheme and I will allow the child to try it.  If he or she can’t recollect the sound alone, I will say it and have the student repeat it. We may say it a few times for practice and familiarity. 

We will then we get right back to reading so the child can connect the phoneme (grapheme) to the rest of the word.

If we are a bit more familiar with the list but still needing a bit of practice, I will have the child go in order on the list, saying each phoneme until we get to the desired one.  Once we find what we need we acknowledge it and explore it in the context of the whole word.

If we have been over our list several times and I believe my student has a fairly firm grasp, I will simply tell them to find it.  Once the child finds the desired grapheme (phoneme) we will then practice it a bit and then deal with it in the context of the word we are struggling with.

This is all about keeping it in context.

This process can take some getting used to but it is fairly simple.


Well I made mine up on my own.  I started with some graphemes(phonemes) that I thought my children should know and I just added when I heard a phonetic sound that was not on my list.

Although I had fun doing it this way –kind of like a serendipitous treasure hunt—I believe you will find it easier to utilize books like:

"I Can Read It, Word List", by John Holzman Jumbled Structure for basic everyday training and "BOOK OF LISTS",for more practice.

If you use I Can Read It just copy all the different graphemes(phonemes) from the Contents page onto a sheet of paper and utilize it.

If you choose The BOOK OF LISTS you will want to get the different phonemes from the different sections of the Phonetic Example Words (List 9/Page 13 of the fifth edition).  

Copy them on a sheet of paper and utilize it for your structured graphemic recognition.

UPDATE: I have uploaded the grapheme (phongram) list that I use, here.

If you want some tips on other ways to practice Graphemic Recognition click here.

Homework Help > Reading Fluency > Graphemic Recognition
Graphemic Recognition

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