As an aside, when teaching letter names to young children it is
generally believed that we teachers begin with the letters of their
own name as these letters have the most meaning to the child.
You might try printing her name on a sentence strip, then cutting
apart the individual letters for her. She could then rebuild her
name while spelling it with you.
The "starts with" technique is used for teaching phonemic
awareness. Its an entirely different skill than letter naming.
On 4/29/15, ACF, SLP wrote:
> Thank you, K teacher, for replying to my post. This child has
> been exposed to numbers/counting, letters and proper names
> each. She comes from a lovely home where the mother has a
> Ph.D. and is a licensed social worker. The mother is actually
> a behavioral counselor for the children who attend our therapy
> clinic. She is very skilled in her knowledge of what
> children's milestones are so I have no doubts when it comes to
> the teaching and/or exposure to academic milestones.
> I will ask, though, if this patient has been taught the "starts
> with" strategy or if her use of names instead of letters has
> been reinforced in the past where the child would continue
> As a background as to why I am considering the possibility of
> her showing signs of an early processing problem, etc., I will
> share that this child's older brother has recently been
> diagnosed with a significant language processing disorder. His
> mother always suspected something but because his "outside
> layer" fooled the untrained eye for approximately 6 years, she
> and he both suffered much frustration until he was able to
> receive therapy services.
> What are your thoughts as to this child's use of the "starts
> with" strategy being a form of environmental print reading?
> On 4/28/15, K teacher wrote:
>> First, the child is only FOUR years old. That said,
>> has she been exposed to the letters and the
>> proper name for each? Just because she has
>> been in daycare or even preschool, doesn't mean
>> that anyone has taught them to her. I have many
>> children who have come into kindergarten and
>> when shown a letter answer with a noun that
>> begins with that letter. if she was taught that S
>> starts Sophia's name, or the picture book has a
>> star for S then that is what she is going to say.
>> Along those same lines, has anyone counted with
>> her - counted steps to the car, stuffed animals etc.
>> If she hasn't had a lot of practice counting, she
>> isn't going to be able to count. Rote counting is
>> just memorizing, counting is something else (which
>> is what she should be doing).
>> My suggestion is to have the adults in her life
>> spend some time working with her on these things
>> and then see what happens. They don't learn this
>> by osmosis but need many, many repetitions
>> before they "get" it.
>> On 4/28/15, AFK, SLP wrote:
>>> I just came across this website and thought I
>> would ask the
>>> experts. I am a speech pathologist and recently
>>> a 4 year old female. Mother and teacher
>> expressed concern
>>> regarding the child's inability to name alphabet
>>> They reported the child labels letters (examples
>> below) as
>>> follows: W= child responds "starts with Will"; G=
>>> with Gabby; J= Jeremiah, S= Sophia. This child
>> is also
>>> unable to rote count or identify numbers.
>>> Is this normal for a 4 year old who has been in
>>> since birth and preschool this entire academic
>> year? If
>>> not typical, does anyone know what her errors
>>> indicate? Early dyslexia? Early
>>> problems? Her naming ability was age
>> appropriate given the
>>> Expressive One Word Picture Vocabulary Test.
>> I'm not sure
>>> how this website works but my email is
>>> if you have further questions or comments.