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... single letters. Step Two: Consonants and consonant combinations spelled with two or three letters. Step Three: Vowels and vowel combinations spelled with two or three letters.
Step Five: Irregular spellings. (Gans) These five steps occur in all phonic systems of teaching a child to read English. There seems to be some people that call themselves phonic readers but do not follow this pattern, but they can not be called phonic by any proper definition of the word. Here is a simple system that most people would agree on when using phonics; it remains to be the most common system used ever offered to the public. You begin by teaching the letters a, e, i, o, u and their short vowel sounds. The easiest way to do this consists by showing him each letter with a picture of a familiar object whose name begins with the short vowel. With the five short vowels teach only seventeen of the consonants: b, d, f, g, h, j, l, m, n, p, r, s, t, v, w, y, and z.
Again, one could use the pictures to represent the letters. Teach only one use of the letters; like with g only teach the hard g as in girl, and try to avoid the soft g as in gem. To fix these twenty-two sounds and letters in their memory, have them read and write from dictation as many one-syllable words as possible that contain these sounds. (Dr. Christman). This stage is very important because it teaches children that words are written by putting down letters from left to right, and that you read them in the same direction. After the child has learned to read these words without difficulty give him one more simple consonant sound, k.
The teacher should tell him that before a, o, and u the sound is spelled c, but before e and i it is spelled k; after a short vowel it is spelled ck. The second step combines consonant sounds. Those at the end of a word will be easier for him than those at the beginning of a word. (Groff) Start with two-letter consonant combinations at the end of a word. Then explain the rule about the letter s at the end of a word: after the consonants f, k, p, and t, it stands for the hissing ss sound, but after all other sounds it stands for the z sound. Next, the instructor should teach him the following consonant combinations at the end of words: ng as in ring, nk as in pink, x as in fox, sh as in fish. Then take up consonant combinations at the beginning of words.
To teach these he should give the child words that become other words when a second consonant is put in front: lap and slap, ring and bring, rug and drug, nip and snip. Finally take the sound of ch and explain to him that it is usually spelled ch at the beginning of a word and tch at the end. Step three teaches vowels and vowel combinations spelled with two letters. First, the ee sound as in sheep or ea as in meal. You can also tell the child about words that sound alike but are spelled differently to distinguish between different meanings, like meet and meat. Next you teach the child the oo sound, short as in book and look.
The ah sound as in car; the or sound as in lord; the er sound as in bird; the oi sound as in oil; the ou sound as in house; the au sound as in Paul; the ai sound as in pair; the long i sound as in pie; the long o sound as in boat; and finally the long u sound as in true blue. Now the child should have a big reading and writing vocabulary. Step four should teach the child the long vowel sounds. The easiest way to do this is to show him the effect of a silent e added to a word as in fad-fade. (Heilman). After the silent e you ought to teach the child that the syllable ing will also make th vowel sound long; also explain that if you want to keep the vowel sound short you have to double the final consonant before adding ing. Next teach him the final y as in lady; explain to him that the double-consonant rule applies here too.
The teacher ought to teach him that the plural of lady is ladies; tell him about lazy, lazier, laziest, and lazily. Tell him when you take up an ed ending the double-consonant rule is used; as in matted. Then tell him that er and le use the double-consonant rule; as in rubber and settle. Finally, the teacher should teach that ce as in rice, ge as in age, se as in cheese, and the as in loathe. Also give him some examples of dge as in badge. The child should have learned to read and write practically all the words that follow some spelling rules.
The fifth step helps him learn sion, tion, ight, ought and caught, silent k in knife, silent w in write, silent t in whistle, silent l in calf, silent g in gnu, head and bread, word and worm, chief and thief, break and steak, and so on. This method is guaranteed. A child who has been taught this way can read. Millions of children taught the other way cant (Trela).
Phonics according to The National Right to Read Foundation is not a method of teaching reading; its a body of knowledge consisting of 26 letters used to symbolize about 44 English speech sounds. There are 70 most common spellings for these speech sounds. Thanks to the people who believed in phonetics we now have a great way for children and adults to learn phonics and in the end learn to read the English language fluently. Bibliography: BIBLIOGRAPHY Groff, Dr.
Patrick. Blending Speech Sounds: A Neglected Phonics Skill. National Right to Read Foundation. The Plains, Va...
Flesch, Rudolf. Why Johnny Cant Read. New York: Harper & Row. , 1955. Fries, Charles C.
Linguistics and Reading. New York: Holt, Rinehart and Winston, Inc. , 1962, 1963. Gans, Roma. Common Sense in Teaching Reading. Indianapolis and New York: The Books-Merrill Company, Inc. , 1963. Trela, Thaddeus M.
Sensible Phonics. Belmont. California: Fearon Publishers. , 1975 Heilman, Arthur W. Phonics in Proper in Prospective. Columbus, Ohio: Charles E. Merrill Books, inc. , 1964.
Christman, Dr. Ernest. Learn to Read. Tempe.
Arizona: Blue Bird Publishing. , 1990. Blumenfeld, Samuel L. The New Illiterates. New Rochelle, NY: Arlington House. , 1973.
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