【视频】推荐两篇文章+音图视频 :关于phonics的两大基石---音图和拼写规则

瑜珈

有兴趣的网友研究一下，其实早几年就有前辈发过这个网址了，我只是把它再翻出来了。


原文网址：http://www.lewrockwell.com/taylor/taylor79.html

Spelling: A Lost Art

by Linda Schrock Taylor
by Linda Schrock Taylor

I would like to begin by thanking the following teachers/researchers for showing me logical strategies for spelling: Romalda Spalding, Louisa Cook Moats, and Wanda Sanseri.

Schools only pretend to teach spelling. Children are assigned spelling books in many classrooms; in many schools. Lists of words are included; activities around those lists are completed; tests are given. So…why is yet another generation of poor spellers being sent out from the schools, into the working world, where they are lost, even with computers and tools such as Franklin Spelling Aces?

The main reason for this outrage is that possibly as many as 99% of the teachers do not understand that English is written in an alphabetic Code, and that this Code for English is used to encode auditory speech and inner speech (i.e. thought). Most teachers are not even aware that English is well structured and logical. Many would have difficulty comprehending the fact that print is, indeed, recorded speech. Therefore, such teachers have no idea how to teach spelling, and only require students to memorize a limited number of words, which ill prepares individuals to spell the thousands — tens and hundreds of thousand — of English words they need to handle in order to be competent readers, spellers, writers, and thinkers.

My early teachers often gave me only part of a spelling rule, then told me that everything else was an exception or a rule breaker. They told me "Change y to i and add es." They never told me about changing i to y, or about adding suffixes like -ful, -zen, and so many others. They taught me about -tion but not about -tial, tious, and others. Their partial, incidental lessons narrowed my understanding of English, rather than broadening it. They wasted my learning time and allowed me to develop totally inappropriate strategies for spelling my mother tongue. (If I believed that we need more laws, which I certainly do not, I would be tempted to say, "There ought to be a law!")

To make matters worse, textbook writers do not understand the surface, let alone the underlying structures and layers of English, so they write textbooks that fail to teach spelling, rather than writing books that would help teachers, who have already been so damaged by their own schooling, both in the grammar years, as well as in teacher training classes, to make mental repairs and finally learn how to spell logically, and how to teach logical spelling. Modern textbooks only offer lists of words that anyone could put together so that a child might work on memorization — although certainly not on spelling.

Furthermore, too many writers of these spelling books do not know a phonogram from a random letter combination. Recently a student's spelling book had a lesson on "Unusual Letter Combinations." In actuality, the lesson required that children memorize words with wr, kn, and gn. The lesson failed to explain that those letter combinations are true phono/grams (sound/write), then failed to teach students concepts that would help them to spell any words coded with those phonograms. (Hint: wr is the 'two letter /r/ that may only be used at the beginning of a word, and today, thanks to Joseph Stromberg, I learned that the wr phonogram will usually be found in words that convey the idea of "twisting" — wrestle, write, written, wreath, wrench, wrest, wringer…; kn is the "two letter /n/ that may only be used at the beginning of a word"; gn is the "two letter /n/ that may be used at the beginning or end of a word.") It is maddening to be expected to "reinforce spelling" from books such as this, when my special education students, all students, actually, need real instruction instrategies for encoding speech and thus spelling words accurately.

I consider the typical ineffective classroom spelling instruction to be "incidental" rather than methodical. I imagine that, faced with a list of words ending with ed, the teacher might say, "Incidentally, notice that all these words end with ed." Compare that directive to the methodical, definitive instruction contained in rule #28. (See the following list of 29 spelling rules.)

When I first meet a remedial reading class, whether at the elementary, high school, or college level, I begin by offering them a choice. I explain that they can either learn to read using the "I Haven't Had That Word Yet" method, which means that they will have to be taught, and memorize, around 250,000 words to be an exceptional reader; or… they can learn: 26 ABC's, 29 Rules, and 70 Spellings for 44 Sounds. They always choose the second method, especially since they have a head start in that they usually know those ABC's.

I have found that Romalda Spalding, with 29 rules, created a logical presentation of the information we need to be good spellers. Mrs. Sanseri added points that clarify and improve retention in my students.

• The letter q is always followed by u and together they say /kw/. The u is not considered a vowel here.
• The letter c before e, i, or y says /s/ (cent, city, cycle), but followed by any other letter says /k/ (cat, cot, cut).
• The letter g before e, i, or y may say /j/ (page, giant, gym), but followed by any other letters says /g/ (gate, go, gust). The letters e and i following g do not always make the g say /j/ (get, girl, give).
• Vowels a, e, o, and u usually say their names/long sounds (a, e, o, u) at the end of a syllable (na vy, me, o pen, mu sic). (These are referred to as open syllables.) This rule helps students know how to divide unfamiliar vowel-consonant-vowel words and then pronounce the word correctly. (re port…rather than rep ort)
• The letters i and y usually say /i/ (big, gym), but may say i (silent, my, type).
• The letter y, not i, is used at the end of an English word (my).
• There are five kinds of Silent final e's. (In short words such as me, she, and he, the e says e, but in longer words where a single e appears at the end, the e is silent.)
  Silent Final e's should be thought of as "having a job."
  

  Silent e #1: bake gene time/type code cute
  

(The job of the #1 Silent e is to make the vowel preceding itsay its name.)

Silent e #2: love give blue true

(The job of the #2 Silent final e is to prevent us from ending an English word with a v or a u.)

Silent e #3: chance bodice charge allege

(The job of the #3 Silent final e is to soften a c or g.)

Silent e #4: lit tle cas tle bot tle dab ble fid dle

(The job of the #4 Silent final e is to prevent us from having a syllable with no vowel.)

Silent e # 5: are nurse raise bye ewe owe cause

Mrs. Spalding referred to the #5 Silent final e as the "No job e."

Mrs. Sanseri refers to the #5 Silent final e as the "Odd job E" and explains: "Any reason for a silent E not covered by the first four is lumped into this final category.

1. The E keeps a word that is not plural from ending in an 's'


Examples: dense (not dens), purse (not purs), false (not fals)


2. The E adds length to a short main-idea word. Ex.: awe, ewe, rye
3. The E gives a distinction in meaning between homonyms. Ex.: or/ore for/fore
4. The E is left over from Middle English or a foreign language where the final E was once pronounced. (treatise giraffe)"

• There are five spellings for the sound /er/. Keep this sentence in mind: Her nurse first works early.
  In that, the spellings are in the descending order of usage in English.
  The phonogram or may say /er/ when it follows w (work, worm, worthy). Also keep in mind that ar and or say /er/ at the end of some words (dollar, doctor).
• The 1-1-1 Rule: Words of one syllable (hop), having one vowel followed by one consonant, need another final consonant (hop + ped) before adding endings that begin with a vowel. This rule does not apply to words with x since x has two sounds /ks/.
• The 2-1-1 Rule:
  Words of two syllables (be gin) in which the second syllable (gin) is accented and has one vowel followed by one consonant, need another final consonant (be gin + ning) before adding an ending that begins with a vowel. If the last syllable is not accented (en ter, prof it, bud get) do not double the final consonant before adding the ending.
• The Drop-e Rule: Words ending with a Silent final e (come, hope) are written without the e when adding an ending that begins with a vowel.
• After c we use ei (receive). If we say a, we use ei (vein). In the list of exceptions, we use ei.

Exceptions: Neither foreign sovereign seized counterfeit forfeited leisure. Plus: either weird protein heifer

In all other words, the phonogram ie is used.
(In school we were taught, "I before E, except after C, unless it says A as in neighbor and weigh.")

• The phonogram sh is used at the beginning or end of a base word (she, dish), at the end of a syllable (fin ish), but never at the beginning of a syllable after the first one except for the ending ship (wor ship, friend ship).
• The phonograms ti, si, and ci are the spellings most frequently used to say /sh/ at the beginning of a second or subsequent syllable in a base word (na tion, ses sion, fa cial).
  Most often, consider the root or root word to help you choose the correct /sh/ spelling to use.
  Examples: infect to in fec tious / collect to col lec tion / potent to po ten tial
  

  music to mu si cian / space to spa cious / finance to fi nan cial
  soci (companion) to so cial / ancien (old) to an cient
  

cruc (cross) to cru cial / speci (kind) to spe cial

• The phonogram si is used to say /sh/ when the syllable before it ends in an s (ses sion) or when the base word has an s where the base word changes (tense, ten sion). discuss to dis cus sion / compress to com pres sion / admis to ad mis sion
• The phonogram si may also say /zh/ as in vi sion, di vi sion, oc ca sion, ex plo sion.
• We often double l, f, and s following a single vowel at the end of a one-syllable word (will, off, miss). Sometimes rule 17 applies to two-syllable words like recess.
• We often use ay to say a at the end of a base word, never a alone. (bay, day, decay)
• Vowels i and o may say long i and long o if followed by two consonants (find, old).
• The letter s never follows x. The phonogram x includes an s sound-/ks/.
• Dismiss L Rule:
  All, written alone, has two l's, but when used as a prefix, only one l is written (al so, al most).
• Dismiss L Rule (part 2):
  Till and full, written alone, have two l's, but when used as a suffix, only one l is written (un til, beau ti ful).
• The phonogram dge may be used only after a single vowel that says its short sound (badge, edge, bridge, lodge, budge).
• Change Y to I Rule:
  When adding an ending to a word that ends with a consonant and y, use i instead of y unless the ending is ing or might split a phonogram.
  

  city/cit ies beauty/beau ti ful play/player funny/fun ni est
  

  multiply/mul ti ply ing rely/re li able cry/cried deny/denied
  

• The phonogram ck may be used only after a single vowel that says its short sound (back, neck, lick, rock, duck).
• Words that are the names or titles of people, places, books, days, or months are capitalized.
• Words beginning with the sound z are always spelled with z, never with s.
• The phonogram ed has three sounds. If a base word ends in the sound /d/ or /t/, adding ed makes another syllable that says /ed/ (sid ed, part ed).

If the base word ends in a voiced consonant sound, the ending ed says /d/ (lived). If the base word ends in an unvoiced consonant sound, the ending ed says /t/ (jumped).

• Words are usually divided between double consonants. For speaking and reading, only the consonant in the accented syllable is pronounced; the consonant in the unaccented syllable is silent (lit tle to lit le).

I encourage poor spellers of all ages to stop spelling from memory, and instead approach each word logically, calling to mind these 29 rules and the 70 spellings of the 44 speech sounds. I teach students to also consider word knowledge, especially the Greek and Latin roots, prefixes and suffixes. I find the study of words and word origins to be fascinating, and soon my students develop the same interests. With increasing frequency they request that I look up interesting words or roots in our two favorite books: Word Stems by John Kennedy, and The Barnhart Concise Dictionary of Etymology by Robert K. Barnhart. With every word that you, your children, or your students research, ponder, learn…knowledge and the usage of English improves, along with the potential for ever deeper, more serious, and more rational, thought.

Spell well. Write well. Think well. Read as you were meant to read. Remember that Romalda Spalding, for sound reasons, entitled her book, The Writing Road to Reading. As spelling and writing skills develop, reading skills follow on their heels. Our schools have the process backwards, incomplete, or never teach it at all.

November 29, 2004

[ 本帖最后由 瑜珈 于 2012-12-1 15:21 编辑 ]

瑜珈

http://www.lewrockwell.com/taylor/taylor81.html

Spelling: The Alphabetic Code

by Linda Schrock Taylor
by Linda Schrock Taylor

This article follows the previous column regarding the spelling rules. In this you will learn: the simple Code; the advanced Code; and the six syllable types to assist you in improving reading, spelling, and writing.

Too often schools, if they teach any Code at all, teach only an incidental version of the simple Code. But to be a skilled speller, writer, and reader, one needs to methodically learn the entire Code and the rules for its usage. We use the letters of the alphabet, often alone; often in two's: in some instances in groups of three or four, to represent the speech sounds. These pieces of the Code are called phonograms — a word containing the Greek roots for 'sound' and 'written down'. So…we use phonograms to record sound…i.e. to spell. When a phonogram represents two or more sounds, the sounds are in the descending order of frequency in the English language.

SIMPLE CODE:

SIMPLE VOWELS:

Forget the old lessons that taught, "The vowels are a, e, i, o, u, and sometimes y and w." I teach my students that y is frequently a vowel. We list the vowels as: a, e, i/y, o, u. Here are the vowels and representative words to aid pronunciation.

Vowels - descending order of frequency

SIMPLE VOWELS	SHORT SOUNDS	LONG SOUNDS	THIRD SOUNDS	FOURTH SOUNDS
a	at	na vy	want	-----
e	end	me	-----	-----
i	in	si lent	po lice	on ion
y	gym	my	ba by	yo yo (as a consonant)
o	hot	o pen	do	-----
u	up	mu sic	put	-----

SIMPLE CONSONANTS:

b represents /b/ — Do not say ba, or bu. Just say a pure /b/ voiced in your throat. We say that this sound is "voiced."

c represents /k/ or /s/ — That is the order of frequency in the English language. Recall: c followed by e, i, or y says /s/; by any other letter it says /k/. These are voiceless sounds; do not say ka.

d represents /d/ — Voiced without a vowel attached to it. Say /d/.

f represents /f/ — Unvoiced without a vowel attached to it. /f/

g represents /g/ or /j/ — That is the order of frequency in the English language. Recall: g followed by e i, or y, may say /j/ but not always. A g followed by any other letter says /g/.

h represents /h/ — Unvoiced.

j represents /j/ — Voiced.

k represents /k/ — Unvoiced.

l represents /l/ — Voiced, 'liquid.'

m represents /m/ — Voiced, nasal.

n represents /n/ — Voiced, nasal.

p represents /p/ — Unvoiced. Don't say "pa". Say the puff-like /p/.

qu represents /kw/ and infrequently says /k/ (mosquito). Unvoiced.

r represents /r/ — Voiced. Don't pronounce with a vowel like "ru."

s represents /s/ or /z/ — The /s/ is Voiceless; the /z/ is Voiced.

t represents /t/ — Voiceless. Not 'ta' — just /t/.

v represents /v/ — Voiced.

w represents /w/ — Voiced. Be careful not to attach a vowel.

x represents /ks/ — Voiceless. Never, never write an s after an x.

y represents /y/, /i/, /long i/, /ee/ — See vowel chart.

z represents /z/ — Voiced

ADVANCED CODE -with rules for usage:

er represents /er/as in Her - 2,063 words (of 20,000 most commonly used)

ur represents /er/ as in nurse - 247 words (out of 20,000)

ir represents /er/ as in first - 114 words (out of 20,000)

wor represents /wer/ as in works - 51 words (out of 20,000)

ear represents /er/ as in early. - 31words (out of 20,000)

sh represents /sh/ — Unvoiced

ee represents /ee/ — "The 'two-letter e'." (seem, reel)

th represents /th/, /th/ — With the first one being voiceless (thin) and the second being voiced (then)

ay represents /long a/ — "Two-letter a that may be used at the end of a word." (day, way, say)

ai represents /long a/ — "Two-letter a that may never be used at the end of a word." (air, fair)

ow represents /ow/, /oh/ — (cow, low)

ou represents /ow/, /oh/, /oo/, /schwa/ — I teach this by drawing stair steps with a person falling down as they say, "Ow! Oh! OO! u." (found, four, you, country) My students named the last sound the "Country 4" since it is the sound we hear in the word, country, and the 4th sound of ou.

oy represents /oy/ — May be used at the end of a word. (boy, toy)

oi represents /oy/ — May never be used at the end of a word. (boil)

aw represents /aw/ — May be used at the end of a word. (law)

au represents /aw/ — May never be used at the end of a word. (autumn)

ew represents /oo/ (grew) and /u/ (new) — May be used at the end of a word.

ui represents /oo/ (fruit) and /long u/ (suit) — May never be used at the end of a word.

oo represents /oo/ (boot), /short oo/ (book), /long o/ (floor).

ch represents /ch/, /k/, /sh/ — /ch/ comes from English (church); /k/ comes from the Greek (chorus); /sh/ comes from the French (chivalry).

ng represents /ng/ — Nasal (sing, sang, sung).

ea represents /ee/ (eat), /e/ (bread), /long a/ (break).

ar represents /ar/ — (car, mar, far).

ck represents /k/ — "Two-letter /k/ that can only be used after a short vowel (Rule 25)."

ed represents /ed/, /d/, /t/ — See rule 28. (wanted, loved, wrecked).

or represents /or/ — (for, or, fore).

wh represents /hw/ — Voiceless. Blow softly in palm of hand; air should be felt when saying wh. The difference between /w/ and /hw/ should be taught and practiced or we will lose thissound. Already, Americans are saying "Wen will you arrive? Ware will you spend the night? Wy don't you stay here?"

oa represents /long o/ — "O as in boat".

eyrepresents /long a/, /ee/, /i/ — (they, key, valley — in the Midwest we say "vallee.").

ei represents /ee/, /long a/, /i/ — (con ceit, veil, for feit).

ie represents /ee/, /long i/, /i/ — (field, pie, lilies).

igh represents /long i/ — "Three-letter I".

eigh represents /long a/ — "Four-letter A".

kn represents /n/ — "Two-letter N that we can only use to begin words."

gn represents /n/ — "Two-letter N that we can use to begin or end base words."

wr represents /r/ — "Two-letter R that we can only use to begin words" Note: Most words will in some way refer to the concept of "twisting."

ph represents /f/ — "Two-letter F" from the Greeks. (telephone, physician, phonogram, philosophy).

dge represents /j/ ­ "Three-letter J." May only be used after a single vowel that says its short sound. (Rule 23)

oe represents /o/ — "O as in toe."

gh represents /g/ — "Two-letter g." Used at the beginning of a word.

ti represents /sh/ — "The /sh/ that begins with a tall letter." Used to say /sh/ at the beginning of a second or subsequent syllable. (Rule 11)

si represents /sh/, /zh/ — (ses sion, vi sion).

ci represents /sh/ — "The /sh/ that begins with a short letter." (fa cial)

ough represents: /o/ though; /oo/ through; uf rough; off cough; aw thought; ow bough (Deck the Halls with…)

UNCOMMON PHONOGRAMS:

tch represents /tch/ — (catch, butch er, kitch en)

eo represents /eo/ — (peo ple)

eau represents eau inbeau ty

gu represents /g/, /gw/ — (guest, lan guage)

augh represents /aw/, /af/ — (daugh ter, laugh ter)

gi represents /j/ — (re gion)

our represents /er/ — (jour ney)

di represents /j/ — (sol dier)

xi represents /ksh/ — (an xious)

cu represents /k/ — (bis cuits)

aigh represents /long a/ — (straight)

sc represents /s/, /sk/ — (scene, sceptic)

ge represents /j/ — (pi geons)

ah represents /ah/ — (hal le lu jahs)

SIX SYLLABLE TYPES:

OPEN SYLLABLES:If a short syllable ends with a vowel, the vowel will probably say its name, although i's and y's are not as dependable as a, e, o, u. (Consider: our mouths are open when we say vowels; we sing the vowels, not the consonants.)

si lent, o pen, my, ba con, va ca tion, he, re port

CLOSED SYLLABLES: If a syllable ends with a consonant — so mouth has to close or change shape in order to restrict air flow in some way — the vowel in that syllable will usually say its short sound.

bat, fin, con cen trate, un der stand, Lat in

E-CONTROLLED SYLLABLES: These are the Silent E type #1. The silent E forces the vowel two sounds back to say its name.

cake, time, con cen trate, e val u ate, cute, choke

R-CONTROLLED SYLLABLES: In these syllables, a /r/ modifies the sound that we would expect a vowel to represent.

Her nurse first works early. Also: mar, for, jour ney

CONSONANT-LE SYLLABLES: These are the Silent E type #4. The silent final e is necessary so that we have a vowel in each syllable.

lit tle, bot tle, ket tle, han dle

VOWEL PAIR SYLLABLES: In these syllables, it takes more than one letter to represent a vowel sound.

pain, suit, grew, joy, boil, prey, coun try

Use these syllables to check your spelling; to see if what you have spelled fits these forms. Use them to aide you in mentally dividing words for correct pronunciation and thus accurate reading. When you better understand how the language is represented in print, ease and speed of usage will improve. I often help students sound out words by simply saying something like: "Open Closed Closed E-Controlled." The mind will then look for those types of syllables and pronounce the word with accuracy and increasing automaticity.

English is written in a Code. Remember that! Think in terms of how to read a code; how to write in a code. Soon you will find yourself becoming stronger and more confident in the use of this wonderfully rich language.

The Code — phonics — is the only way to become an excellent user of the language, because we have an alphabetic language that is represented by phonograms designated to represent specific sounds. Good readers who think that they do not need phonics are only fooling themselves. They simply saw the Code, learned it, and use it subconsciously. Even very good readers look at each word long enough to decode and recognize it, then their eyes leap to the next word. Decoding need not be painful and should not be slow. The more that readers understand the Code, the more automaticity they will develop.

One cannot read music unless they learn the code in which music is represented. One cannot dance a complex piece of choreography unless they learn the code in which dance movements are represented. There are many examples of codes that users must learn, but the Code for English is the one that represents speech in print…and without it, spelling, and therefore reading, remain at middle elementary levels.

December 6, 2004

jason511

瑜伽老师好厉害，找到这么多好资料

joliesue3737

受用受用,谢谢,明白了好多

瑜珈

Logic of English 教材 的音图：

A-Z phonograms

瑜珈

Logic of English 教材 的音图：

MULTI-LETTER PHONOGRAM  多字母音图

瑜珈

Spalding Phonogram

瑜珈

Spalding Phonogram

瑜珈

孩子的展示（不全）：

瑜珈

一位 SWR trainer 采用闪卡方式给儿子复习音图，还用卡片复习了一些拼写规则。