Key Strategies of Learning the Logic of English
Spelling Rules: vowel and consonant rules
There are three types of spelling rules:
1. Rules that limit the usage of one or more given phonogram(s
2. Rules that control how suffixes are added to words
3. Rules that explain which sound of a phonogram is heard based upon other patterns within the word
Vowel Rules
Consonant Rules
Knowing these rules helps with knowing how to spell and pronounce word. An example is of Rule 1 for the Consonant Rules. For the last c in critic the c is pronounced /k/, but for criticism the last c is pronounced /s/. It is because of the rule, the c is followed by an "i".
Auditory Pictures
Spelling is best memorized when there is an auditory picture of how the word is spelled. When you pronounce each word literally, as it is spelled, you can create an auditory picture of the word. Since words are pronounced differently, it helps them when they are pronounced the way they are spelled. Do not rely on regional dialects. For the word been a Canadian may pronounce it /bēn/, while an American may pronounce it /bĕn/. When you pronounce it /bēn/ in the classroom, you allow students to create a clear auditory picture of the sounds.
The “The schwa sound /ә/” is used widely in English. The author explains that it is best to teach students to pronounce each syllable for spelling, as if it were accented. Exaggerating the pronunciation allows students to have the auditory picture. Examples are shown at the bottom.
Students and teachers should exaggerate pronunciations to help with the spelling of words. Teachers should make connections between the spelling and what we say. We write "the" and say it like /THә/. To help students spell the word, we should pronounce it as /THē/. We say /shә ger/ for sugar. To help with spelling, we should pronounce it as /sū gär/.
Excerpt From: Denise Eide. “Uncovering the Logic of English.” iBooks. https://itun.es/us/PRp1U.l
Spelling and Vocabulary Development
The first step to mastering English decoding and spelling is to begin by learning the phonograms and spelling rules within the context of high frequency words. High frequency words make up 50% of English reading and writing. Developing a large vocabulary is the second most vital step to becoming a proficient reader and speller in English. This can be accomplished by learning prefixes, suffixes, affixes, base words, roots, derivatives, and morphemes. Strategies include learning Latin and Greek affixes, compound words, words in purposefully grouped categories that demonstrate a rule, and dissecting words into parts to extract the appropriate sounds and meaning. When students understand how words work, including phonograms, rules, roots, suffixes, and prefixes, they are prepared to read, spell, use words creatively, and communicate effectively.
Excerpt from:
Eide, D. (2012). Uncovering the logic of English: A common-sense approach to reading, spelling, and literacy. Minneapolis, MN: Pedia Publishing.
There are three types of spelling rules:
1. Rules that limit the usage of one or more given phonogram(s
2. Rules that control how suffixes are added to words
3. Rules that explain which sound of a phonogram is heard based upon other patterns within the word
Vowel Rules
- English words do not end in I or U. Exceptions include foreign words and a few pronouns.
- A E O and U usually say their name at the end of syllables.
- I and Y may say /ĭ/ or /ī/ at the end of a syllable.
- When a one-syllable word ends in a single vowel Y, it says /ī/.
- Y says /ē/ only at the end of a multisyllable base word.
- I says/ē/ at the end of a syllable that is followed by a vowel and at the end of foreign words.
- Silent final E may be used to: make the vowel say its name, prevent English words from ending in V or U, make the C say /s/ or G say /j/, include a written vowel, distinguish singular words from plural ones, make the word look bigger, voice the /TH/ sound, or clarify meaning.
Consonant Rules
- C always softens to /s/ when followed by E, I, or Y. Other wise, C says /k/
- G may soften to /j/ only when followed by E, I, or Y. Otherwise, G says /g/
- English words do not end in I, U, V, or J
Knowing these rules helps with knowing how to spell and pronounce word. An example is of Rule 1 for the Consonant Rules. For the last c in critic the c is pronounced /k/, but for criticism the last c is pronounced /s/. It is because of the rule, the c is followed by an "i".
Auditory Pictures
Spelling is best memorized when there is an auditory picture of how the word is spelled. When you pronounce each word literally, as it is spelled, you can create an auditory picture of the word. Since words are pronounced differently, it helps them when they are pronounced the way they are spelled. Do not rely on regional dialects. For the word been a Canadian may pronounce it /bēn/, while an American may pronounce it /bĕn/. When you pronounce it /bēn/ in the classroom, you allow students to create a clear auditory picture of the sounds.
The “The schwa sound /ә/” is used widely in English. The author explains that it is best to teach students to pronounce each syllable for spelling, as if it were accented. Exaggerating the pronunciation allows students to have the auditory picture. Examples are shown at the bottom.
Students and teachers should exaggerate pronunciations to help with the spelling of words. Teachers should make connections between the spelling and what we say. We write "the" and say it like /THә/. To help students spell the word, we should pronounce it as /THē/. We say /shә ger/ for sugar. To help with spelling, we should pronounce it as /sū gär/.
Excerpt From: Denise Eide. “Uncovering the Logic of English.” iBooks. https://itun.es/us/PRp1U.l
Spelling and Vocabulary Development
The first step to mastering English decoding and spelling is to begin by learning the phonograms and spelling rules within the context of high frequency words. High frequency words make up 50% of English reading and writing. Developing a large vocabulary is the second most vital step to becoming a proficient reader and speller in English. This can be accomplished by learning prefixes, suffixes, affixes, base words, roots, derivatives, and morphemes. Strategies include learning Latin and Greek affixes, compound words, words in purposefully grouped categories that demonstrate a rule, and dissecting words into parts to extract the appropriate sounds and meaning. When students understand how words work, including phonograms, rules, roots, suffixes, and prefixes, they are prepared to read, spell, use words creatively, and communicate effectively.
Excerpt from:
Eide, D. (2012). Uncovering the logic of English: A common-sense approach to reading, spelling, and literacy. Minneapolis, MN: Pedia Publishing.