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A speech to print approach gives students a bridge from what they know and use (phonemes) to what they are learning (graphemes).
Direct, explicit and systematic instruction can also be student-centric.
Identify the phoneme(s) your students are confusing. For example a students spells "tree" as "chree".
Using the mirrors to discuss place and manner of articulation. What is the tongue doing? What are the lips doing?
You can compare the phoneme(s) your students are confusing. In this example let the student see the difference in their mirror between when "t" is alone and when it is followed by the liquid /r/. Have them say "tea" and then "tree".
Reassure them. "Can you see why you use "ch" instead of "t"? That /r/ sound can change the way our mouth gets ready for the /t//r/.
