Which technique would best assist students with disabilities who struggle to identify separate sounds made within a word?

The technique of saying the word phoneme by phoneme is particularly effective for students with disabilities who have difficulty identifying separate sounds within a word. This approach involves breaking down the word into its individual phonemes, which are the smallest units of sound in a language. By articulating each phoneme separately, students can better understand how sounds combine to form words. This practice enhances their phonemic awareness, a critical skill for reading and spelling.

Students with disabilities may struggle with recognizing syllables and sounds as distinct entities. By focusing specifically on phonemes, this technique helps them isolate and differentiate the sounds that comprise a word, leading to improved decoding skills when they encounter new words while reading. This targeted approach also provides the necessary scaffolding for students to connect phonological sounds with corresponding letters, facilitating their overall literacy development.

Other techniques, while useful for different aspects of language learning, do not specifically address sound identification as effectively as phoneme segmentation. Clapping syllables focuses on auditory rhythm rather than individual sounds, and echo reading is more about modeling fluency in reading rather than sound identification. Rhyming helps with phonological awareness but does not target the ability to dissect words into their sounds. Therefore, saying the word phoneme by phoneme stands out