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Basic Operations. Place Value. Word Problems. Once you have it downloaded, print it out and have it in hand as you read the rest of this page. Each type of modification will be discussed below, starting with the change in the order of presentation.
The equivalent number in the modified version presented here is 50 phonograms. Fifteen new phonograms, all indicated by bold type, have been added to the original WRTR list of phonograms and one, wor , has been dropped. As I said, the revised list has 50 phonograms that need to be taught initially, compared to the Fifth Edition's There are two reasons for the increase, both related to dropping Ms.
Spalding's five rules for the ending "e" in a word. And second, three newly created digraphs ending in "e" le, ve , and me will need to be taught in the first 50 phonograms because certain words with an ending "e" are encountered early in the Ayres List. Treating these as digraphs is also an accurate representation of the actual phonetic coding. The particular source material you've chosen Fifth Edition, Fourth Edition, or a commercial program will differ in the order of presentation of the phonograms.
If you get through the first 50 phonograms on the revised list here, you should be able to dictate words from the Ayres list without encountering an unfamiliar phonogram as long as you then continue to gradually teach the rest until all 84 phonograms on the revised list have been introduced.
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All 'Social Studies - History'. British History. Canadian History. European History. Middle Ages. Native Americans. Other Social Studies - History. World History. All 'Specialty'. This order has been worked out over time by teachers and linguists, and though it may vary in some details, it is a thing of beauty. This order is completely obscured in WRTR. I cannot see how either the teacher or student could develop any understanding of the underlying order of the English language or how to teach it—from WRTR.
Spalding has no relation to traditional or classical phonics. Spalding is rigorous phonics, but it is not systematic phonics; it is not incremental phonics, and it is not common-sense phonics. The task of remembering the 70 phonograms, many with multiple and overlapping sounds, taught in isolation with no aid to memory provided by actual words, pictures, or word families, and concurrently remembering 29 awkwardly worded and abstract spelling rules as a basis for reading is a remarkably obtuse and unnatural method—it is easy to mistake this confusion with complexity.
There have been many who have worked hard to rewrite WRTR, to make it more user-friendly and provide the details and materials needed to implement it; they are to be commended. From what I have seen, most of them have improved WRTR and corrected some of its most egregious faults. But it is time to recognize that WRTR is fundamentally flawed and reject it as unsound, putting our efforts instead into developing sound phonics and reading programs based on traditional methods that work.
I would also submit that its use by the classical education movement is unfortunate and undermines the credibility of our movement. I think there are two reasons. With its 70 phonograms, 29 spelling rules, and marking system, WRTR appears to be comprehensive and rigorous.
We classical educators are serious, and this is appealing to us. But increasing complexity and confusion is not evidence of rigor. It is evidence of poor teaching. With its 70 phonograms, 29 spelling rules, and marking system, WRTR claims to greatly minimize the irregularities of English spelling. We classical educators like order and discipline. We want to believe that English spelling can be reduced to a predictable system with only occasional irregularities. We think this is a necessary argument against the anti-phonics crowd.
But here is the real truth. English is the most irregular of all of the modern languages. It is, in fact, in a class by itself. Not only does English have many phonograms with multiple sounds, it has many sounds that are spelled by multiple phonograms. There is an average of eight different ways to spell ea ch of the long vowels in English, and there are few, if any, rules that govern these variations.
If you know that it is boat rather than bote , it is not because of a rule but because you have seen the word spelled correctly many times.
English has 19 vowel sounds, as compared to five for Spanish and Italian. Due to its complex history, there is no end to the richness and irregularity of the English language. For this reason, English-speaking children take longer to become fluent readers and take even longer to become proficient spellers.
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