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Words used at this level have consistent grapheme-phoneme correspondences (GPCs). Level 2 - Complex words. Consonant clusters are introduced, in addition to application of specific rules. This includes the introduction of the soft C, the soft G, and the silent E, which may change its preceding vowel into its "long" vowel sound.
A silent e can occur after c at the end of a word or component root word part of a larger word. The e can serve a marking function indicating that the preceding c is soft, as in dance and enhancement. The silent e often additionally indicates that the vowel before c is a long vowel, as in rice, mace, and pacesetter.
In some words of Germanic origin (e.g. get, give), loan words from other languages (e.g. geisha, pierogi), and irregular Greco-Latinate words (e.g. gynecology), the hard pronunciation may occur before e i y as well. The orthography of soft g is fairly consistent: a soft g is almost always followed by e i y .
Reading by using phonics is often referred to as decoding words, sounding-out words or using print-to-sound relationships.Since phonics focuses on the sounds and letters within words (i.e. sublexical), [13] it is often contrasted with whole language (a word-level-up philosophy for teaching reading) and a compromise approach called balanced literacy (the attempt to combine whole language and ...
An approach based on teaching first language reading to young children, but adapted for use with adults. Students use vocabulary and concepts already learned to tell a story or describe an event. The teacher writes down the information they provide, and then uses the account to teach language, especially to develop reading skills.
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Eventually, both velar consonants /k/ and /ɡ/ developed palatalized allophones before front vowels; consequently in today's Romance languages, c and g have different sound values depending on context (known as hard and soft C and hard and soft G). Because of French influence, English language orthography shares this feature.
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