Begin with very simple short vowel words from Word & Phrase Bank:
The cat ran.
The rat ran.
The man ran.

Use the same supporting words over and over to reinforce retention. As these words become familiar insert new supporting words such as action and descriptive words. Try to draw pictures to describe words and theme content.

NOTE: if this systematic and sequential approach is used properly Pre-K children should be comfortable printing, spelling, and reading words, phrases, and sentences with comprehension by the end of the year.

If a child displays difficulty simply re-mediate, i.e. re-track to a skill level that is comfortable and begin building again from there.

This is a phonemic approach. During kindergarten and grade 1 sight words and non-phonetic words may be introduced along with phonetic words. By the end of Pre-K children should have a substantial base of phonetic words within automatic recall.

Remember: all three learning modalities have been utilized: auditory, visual, and kinesthetic.

The Trace Erase Process develops cognition through repetition. By building on known skills to advance to the unknown or new skills.

And without using excessive paper.