A first-grade student is mastering phonemic blending but struggling with CVC words. What intervention is likely the most beneficial?

Focusing on letter-sound correspondence skills is the most beneficial intervention for a first-grade student who has mastered phonemic blending but struggles with consonant-vowel-consonant (CVC) words. CVC words, such as "cat," "bat," and "dog," require a solid understanding of the sounds that each letter represents and the ability to blend those sounds together.

By reinforcing letter-sound correspondence, the student will strengthen their ability to connect the sounds they hear in phonemic blending with the specific letters that represent those sounds in written form. This solid foundation is essential for decoding CVC words, which are fundamental in early reading development.

Other interventions, while valuable in their own contexts, would not directly address the immediate need for the student to decode CVC words. Development of oral reading fluency focuses more on reading speed and expression rather than decoding skills. Awareness of key concepts of print is important for understanding how text works but does not specifically target the phonics skills needed for CVC word recognition. Knowledge of high-frequency sight words can support reading fluency but does not help the student with their decoding challenges related to CVC words. Therefore, emphasizing letter-sound correspondence will provide the specific support the student needs to succeed with