Recognition is by production and the ability to write alphabetic letters not necessarily in order. The primary aim is to enable the child encode sounds he/she hears. For example, writing ‘c – a – t’ to represent the sounds heard in the word “cat” (Santa, 1999).The challenge involve making the student to know how to spell out upper and lower case letters differently.
Firstly, individuals are trained how to spell and sound the letters. For instance, the learners are taught on how to spell letter b.Then, the students are taught how to air the initial sounds in short words that are succeeded by the endings. The last sounds to be learned are the medial sounds heard. Learners are shown on identification and matching of the sounds heard, and then encode a letter for the sounds heard (Spufford, 1979).
A learner should be able to appreciate familiar letter patterns. This may be a good strategy to learn a new word that is similar to already heard words. A better example is ball and call. Building words takes the skill further. Any young person will always learn to handle those words that keep changing and place them in a coded form. That with a new letter. A good example is the word ‘hat’. Convert a single letter to make it ‘sat’ (Darnton, 1986).
The significance of Sight word vocabulary is to enable a child learn to read words that are hard to decode phonetically. A child will conceptualize and read short sentences with sight vocabulary. As time goes by the learner may be in a position to recognize the group of letters as the word (Spufford, 1979).
Punctuation and capitalization are socially acceptable and are passed to learners as signals in the reading or writing process. Readers for the first time should learn to stop at a given juncture to avoid terminating a sentence before it ends. Appreciation of basic punctuation is adhered to following apostrophes to represent