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It is not necessary for the child to be specifically taught all the details that follow, but it is
necessary for the person teaching to be aware of these details:
1. Always explain the meaning of the words the child is sounding out, and check for
feedback after your explanation. Its no use the child just saying yes and you
not knowing whether youve been understood. You may as well not bother
teaching in the first place if you do not check your success or failure.
2. Repeat stilted sentences properly after the child has read them out loud, so the
child can hear how it should sound and get a sense of the rhythm of the language
and is better able to understand the meaning. It is difficult for the child in the early
stages to concentrate on both sounding and comprehension.
3. If there are two vowels together, or only one consonant between, very often the
first vowel says its name and the second vowel is not sounded. For example,
real and gate. However, if two consonants intervene the first vowel says its
sound. For example, rabbit.
4. The [k] sound has 3 written representations:
1. c before a, as in cat
c before o, as in cot
c before u, as in cut
2. k before e, as in kept
k before i as in kid
3. ck after a, e, i, o, u and usually at the end of a word e.g. sock, sack,
rock.
5. q is never used alone, it is always followed by u and then another vowel. It is
sounded [kw].
6. y has two sounds: the name of the letter i - [a] - as in my and the sound of
the letter i as in yes - [
7.
8.
1. ch can begin a word, e.g. chick, or follow an n, e.g. ranch.
2. tch comes at the end of words after a, e, i, o, u. For example, hitch and
match. There are exceptions such as such, much, which, and
rich, where ch follows instead of tch. Both are pronounced [t]
9. th is sounded voiced - [] - and unvoiced - [] - as in think and this.
10. g, b, t, p, d are not prolonged sounds, but are short, almost whispered
sounds.
11. x is sounded usually as [ks] [e.g. fox], but sometimes as [kz] [e.g.
mixer], [gz] [e.g. exit [8]], and [z] [e.g. xylophone] and as its name
silent and in write the w is silent. You need to be aware of these and point
them out to the child.
The combination oo offers two different sounds:
1.
2.
17. ew and ue are spelling variations of sounds already taught. Both are
pronounced the same as oo in moon and soon - [u]. For example, few
and due. Fuel is an exception - it is pronounced with an extra schwa sound:
[ful].
18. Note the [z] sound of se in please, cheese, nose.
19. Note the [ f ] sound of ph in elephant, telephone, enough.
20. There is a generalisation for two syllable words ending in le: if the last syllable
ends in le, the consonant proceedingle usually of that last syllable. For
example it is tric-kle, not trick-le.
21. The combinations tion and sion are sounded [n], as in station and
impression.
22. Teach the child to sound out long words by breaking them into syllables. If
necessary cover the other syllables with your finger as the child works along the
word.