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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 ...
The sounds are taught in isolation then blended together (i.e. synthesised), all-through-the-word. For example, learners might be taught a short vowel sound (e.g. a as in cat) in addition to some consonant sounds (e.g. s, t, p). Then the learners are taught words with these sounds (e.g. sat, pat, tap, at).
A good example for the SSP in English is the one-syllable word trust: The first consonant in the syllable onset is t, which is a stop, the lowest on the sonority scale; next is r, a liquid which is more sonorous, then we have the vowel u / ÊŒ / – the sonority peak; next, in the syllable coda, is s, a sibilant, and last is another stop, t.
With phonics, you learn to sound out the word. It's a much more practical and efficient method of teaching literacy . It didn't seem like the district was going to adopt the method anytime soon.
Weak syllable deletion: omission of an unstressed syllable in the target word, e.g., [nænæ] for ‘banana’ - Final consonant deletion: omission of the final consonant in the target word, e.g., [pikÊŒ] for ‘because’ - Reduplication: production of two identical syllables based on one of the target word syllables, e.g., [baba] for ‘bottle’
The following table shows the 24 consonant phonemes found in most dialects of English, plus /x/, whose distribution is more limited. Fortis consonants are always voiceless, aspirated in syllable onset (except in clusters beginning with /s/ or /ʃ/), and sometimes also glottalized to an extent in syllable coda (most likely to occur with /t/, see T-glottalization), while lenis consonants are ...
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