For first-grade ELLs practicing short vowel sounds, which technique will best improve their decoding abilities in English?

Using the first language (L1) as a foundation before introducing second language (L2) vowel sounds is a highly effective technique to improve decoding abilities in English, particularly for first-grade English Language Learners (ELLs). This approach helps students leverage their existing knowledge of sounds and vocabulary in their native language to understand and produce unfamiliar sounds in English.

When ELLs relate L2 sounds to their L1 phonetic rules, they can draw upon their prior linguistic experiences to make sense of new language structures. For example, if a student is familiar with short vowel sounds in their native language, they may find it easier to identify and practice those sounds in English. This foundational understanding can make the new learning more accessible and less daunting for young learners, thereby enhancing their overall phonemic awareness and decoding skills.

Other methods, while beneficial in other contexts, may not have the same direct impact on developing decoding skills. Relying solely on English vocabulary lists does not provide the necessary phonetic context for short vowels. Pair reading can be advantageous for fluency and comprehension, but without a strong focus on sound correlations, it might not target decoding specifically. Flashcards with pictures alone do not address the phonetic aspects of language learning, as they lack the