A screening assessment shows a first-grade student has limited letter-identification skills. What strategy is most effective to promote letter knowledge first?

The most effective strategy to promote letter knowledge in a first-grade student with limited letter-identification skills is linking letter names and sounds with practice. This method not only emphasizes the identification of letters but also integrates the crucial relationship between the names of the letters and the sounds they produce. Establishing this connection helps students understand the phonemic nature of language, which is foundational for developing reading and writing skills.

When learners see letters in conjunction with their sounds, they are better equipped to recognize them in various contexts, reinforcing both recognition and phonemic awareness. This strategy sets up a strong literacy base that will support further learning as they progress.

While the other choices, such as using an alphabet chart with tracing or singing the alphabet song, are helpful activities in promoting engagement with letters, they may not provide the same depth of understanding needed to connect letter recognition with their phonetic significance. Additionally, reading an alphabet book aloud is valuable for exposure to letters, but it does not actively engage the learner in practicing the connection between letter names and sounds as effectively as linking them does.