Abstract
Comments from experts in reading agree that a knowledge of letters is important to the child learning to read. In spite of this consensus few experts in reading have set forth sequences in which the letters should be taught. Those that are offered are based on a single criterion, e.g., the contrasts in the sounds the letters represent, the order in which the child learns to speak these sounds, letters that “appeal” to children, and the order letters appear in the alphabet.
A new and preferred sequence for teaching letters is presented here. It is based on a combination of factors in this order of importance: the differing graphic features of letters, the frequency with which letters appear at the beginnings of words and syllables, the order in which children learn to pronounce sounds when shown letters, the ease with which children can learn to copy, write and name letters, and the phonological differences among sounds letters represent.