When introducing letters to children, research shows that introducing letter sounds before letter names can support children with early literacy skills, such as reading simple CVC words and listening for sounds in words to then begin recording. Why is this? 

Well, when we think about the letters of the alphabet, how many letter names match the sound that they make? For example, think of the letter C said /see/. The letter name does not support a child to read the word cat, or listen for  and match the /k/ hard c sound that is made at the start of the word. Yet again, when we think of the letter W said /double u/, this again would not help a child read or write the word why as they cannot connect the letter name to the /w/ sound they hear at the start of the word.

In fact, as highlighted by @soundadventures, only 9 out of the 26 alphabet letter names match the sound they most commonly make in words! There letters included:

B (bee)

D (dee) 

J (jay)

P (pee)

Q (Kiev)

T (tee)

V (vee) 

Z (see) 

But even with this, when we listen for the sound in words, the final /i:/ (ee) sound heard at the end of the letters’ names are often not present. Furthermore, other alphabet letters start with a sound other than the one they most commonly make (eg: F said eff). Considering all this, it is no wonder that chidlren would become confused when asked to record or listen for the sounds in spoken words, if they have only been expose to letter names!

Therefore it is encouraged that children are exposed to letter sounds first. This provides children with ample exposure of letter sounds,which they can then transfer to reading and writing. For more information about early literacy activities follow @soundadventures.  

So next time you are incidentally teaching letters or reading an alphabet book, use letter sounds rather than their names.