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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 ...
Within the chart “close”, “open”, “mid”, “front”, “central”, and “back” refer to the placement of the sound within the mouth. [3] At points where two sounds share an intersection, the left is unrounded, and the right is rounded which refers to the shape of the lips while making the sound. [4]
At some point, short /u/ developed into a lax, near-close near-back rounded vowel, /ʊ/, as found in words like put. (Similarly, short /i/ has become /ɪ/.) According to Roger Lass, the laxing occurred in the 17th century, but other linguists have suggested that it may have taken place much earlier. [1] The short /o/ remaining in words like lot ...
Another type of spelling characteristic is related to word origin. For example, when representing a vowel, y represents the sound /ɪ/ in some words borrowed from Greek (reflecting an original upsilon), whereas the letter usually representing this sound in non-Greek words is the letter i .
The following list, of about 350 words, is based on documented lists [4] [10] of the top 100, 200, or 400 [3] most commonly misspelled words in all variants of the English language, rather than listing every conceivable misspelled word. Some words are followed by examples of misspellings:
The following is the chart of the International Phonetic Alphabet, a standardized system of phonetic symbols devised and maintained by the International Phonetic Association.
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).
U: /juː/ use /juːz/ Notes: English commonly requires ea or ee to write the /iː/ sound: read, reed. A w-like sound can be heard at the end of O in words like echoing (say: echo-echo-echoing, and it may come out like echo-wecho-wecho-wing) and after the co-in cooperate; that is what the /ʊ/ in the transcription /oʊ/ captures.
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