What type of instructional material is most suitable for helping a first-grade student with ASD improve phoneme segmentation?

Using colored blocks for sound representation is particularly effective for helping a first-grade student with ASD improve phoneme segmentation because this approach engages multiple senses. The tactile aspect of manipulating blocks allows the child to visually and physically connect with the sounds they are trying to segment. Each block can represent a phoneme, and by moving the blocks while saying the sounds, the student can better understand how individual sounds combine to form words. This hands-on activity supports the learning of phonemic awareness in a concrete way, making abstract concepts more accessible.

In contrast, while a sentence strip with an illustration may provide some contextual understanding of language, it may not directly support the focus on breaking down sounds into segments. A picture of the word in context can enhance vocabulary but doesn’t specifically target the phoneme segmentation skill. Similarly, drawings of similar-sounding words might create confusion instead of clarity, as they can distract from the task of isolating individual sounds. Thus, the hands-on nature of the colored blocks is the most effective choice for this instructional goal.