When should new sounds and concepts in reading be introduced in MSLE?

Introducing new sounds and concepts in reading should occur throughout systematic instruction because a structured and sequenced approach is essential for effective learning. Systematic instruction allows for the gradual building of knowledge, where each new sound or concept is introduced in a logical order that aligns with previously learned material. This method reinforces students' understanding, as they have a foundation to connect new information with existing knowledge.

Progressive exposure to sounds and concepts facilitates retention, comprehension, and application in reading contexts. It allows educators to assess students’ understanding continuously and adjust the teaching pace or methodology as needed, ensuring that students are ready to advance when they have achieved mastery.

In contrast, random introduction of sounds and concepts can lead to confusion and overwhelm, as students may struggle to connect the dots without a coherent plan. Waiting until the end of the course detracts from the ongoing development of reading skills and limits opportunities for practice and reinforcement. Lastly, waiting for students to ask for new sounds and concepts may not align with their learning needs, as they may not yet recognize gaps in their knowledge or what they need to advance. Overall, systematic instruction is the most effective approach for introducing new sounds and concepts in reading.