什么是SWR的think to spell

瑜珈

think to spell　这个概念是ＳＷＲ的精髓，是不同于拼读体系PHONICS教学法的核心，详细叙述见书　Ｐ78-89.

这个帖子作者作了进一步的解释：
Thinking to spell issues (Wanda Sanseri)

I want to address some points that have come up recently from different
people concerning phonogram sound issues. These ideas are discussed
in great depth in SWR pages 78-89. Sometimes it helps to hear answers
rephrased. I will try to comment on some of the questions and thoughts
recently posted to this loop.

Y/I issues

Q. Why do we sound the Y in "twenty" and "summary" as /i/? I am not
satisfied with the answer that thinking to spell it as /i/ helps it fit
the rule and match what people used to say. We don't say those words
that way today, and I feel like it defeats the purpose to be
pronouncing the words "wrong" (in the sense that it isn't the way we
say them anymore).

A. We do not teach children to pronounce any words incorrectly. We
say the words normally and then we say them in a way that will help
them spell the words correctly. Some will say the Y in these types
of words normally as /i/ and others will say them normally as /E/.
Anne noticed that on a TV show that some people called a boy Jimm/E/
but Aunt Clara called him Jimm/i/. Most people say a cross between the
two sounds, especially when the word is in the middle of a sentence
rather than in isolation where we are more likely to add an accent on
the final syllable. You are free to say the word whatever way is
normal for you.

Our "think to spell" technique is not designed to exactly match actual
speech or variations in regional accents. We work from a system
designed to teach a child to write words from dictation before seeing
them. By thinking to spell "twenty" as /twenti/ we give the child a
quick tip to use Y at the end instead of making the common error of
spelling it as E. This mental aid i*tremely helpful for the student
learning to spell correctly.

Q. It appears to me that we are trying to fit the rules to the words.

A. We want children to see the order to our great language. This
adds a logic to spelling which is better than just sheer memory work.
We use Y at the end of words like "baby" for a specific reason. The
word would have been spelled with an I but could not because English
words do not end with I. When we add any ending to the word, we
change the Y back to I (babies, babied) unless the ending starts with
an I (babying, babyish). If we get hung up on thinking of Y as /E/
we increase the likelihood of the child misspelling the word AND we
lose the logic behind the spelling.

Q. Jodi wrote: I changed the phonogram to fit the rule. In our
home:
>
> I = /i/, /I/, when talking SOMETIMES /E/
> Y = /y/, /i/ /I/, when talking SOMETIMES /E/

Sharon responded: I've been thinking about doing the same thing.

A. Jodi, I understand that it is a transitional attempt in your
situation to move your children from teaching these phonograms as
saying /E/. I would suggest that once the transition has been made
that you drop the unnecessary addition. I would certainly not
recommend this to someone who does not face a transitional situation.
Once you start making these types of amendments there could be no end
to changes. Sharon, if you have not taught the I and Y as /E/, I
recommend that you not modify the phonograms this way.

Q. I must have misinterpreted Rule 5. Because the example of cry was
listed, I took that to mean that's how we should pronounce twen-ty and
sum-ma-ry. Do we use the "usually" part of the rule when "thinking to
spell?"

A. The full rule reads: I and Y usually say /i/ at the end of a
syllable (cli-nic, cy-nic) but may say I (li-on, cry). At the end of
a syllable the Y and I will be one of two sounds. We think to spell
the sound that most closely works with the actual word. For "cy-nic"
we think /i/. I usually says /i/ at the end of a syllable. For "cry"
we think /I/. I may say /I/ at the end of a syllable.

R/ER issue

Q. What is the difference between the /r/ and /er/? I have sat and
said these words over and tried to "hear" the difference, and I just
don't hear any difference
in the sounds.

A. The /r/ is strictly a consonant sound. The /er/ is a vowel + a
consonant sound. All of the R influenced vowels are considered
phonograms: ar, er, ir, or, (w)or, ur, and the advanced phonogram yr.
The R and L are consonants that are the closest they can possibly be
to a vowel without being one. Liz calls each of these, "a vowel wanna
be." The 4th type of silent final E demonstrates the challenge
(lit-tle, a-cre). We add the E because every syllable must have a
vowel. These syllables actually stand alone with an actual vowel
sound. I don't think that happens anywhere else in English. The best
way to hear the contrast between /r/ and /er/ is to say a word like
"rat." It should not sound like /er-a-t/. Say the word "rat" and
leave off the "at." This is one of the more difficult sets of sounds
to separate for the novice (and our young children are definitely
novices). For their benefit we need to exaggerate these in thinking
to spell.

瑜珈

/ah/ and /o/ issue

Q. I sense a difference between /ah/
and /o/, but I read those are identical, so maybe it's just me.

A. As for /ah/ and /o/, some people hear a mild difference but most
do not. That is influenced by your accent. Most hear them as the
same sound. It is really not an issue if you can hear a distinction.

/o/ with the French overtone

Q. I'm still "on the fence" about what to do with the /u/ sound of
"O" (love, mother, etc). I haven't seen a rule that would be affected
adversely if the /u/ sound was added, but also haven't delved deeply
enough into the rules to say for sure it wouldn't happen.

A. The French overtone is not a situation with a "rule." It does go
back to the history of the development of the English language. We
could deal with this one of two ways.

1. We can add a fourth sound to the phonogram. It will greatly
complicate what we are trying to do. I will explain below how to be
consistent if we add a sound to O, we will need to add another sound to
A, E, I, Y as well. Currently the OU is the only phonogram with four
sounds. That helps that one stand out clearly in phonogram review. If
we give O a fourth sound, we will add unnecessary confusion between O
and OU.

2. We can include this within the second sound with an added French
twang which traces back to the historic reason why the O sounds more
like /u/ in a small set of common words. If you did not know how to
spell the word "love" and you are learning to do so through teacher
dictation, which would you prefer? Would you rather learn that we
are going to make the sound of U but for some reason you cannot explain
spell it with an O? Or would you rather laugh with the teacher as she
pronounces the O with a French accent to match the origin of the O in
that location. "We think to spell /l-ah-v/. We say /l-u-v/ or
whatever you say."

When we use the "French overtone" we can also avoid a major problem.
Let me explain. In 1957, the same time when the dictionaries departed
from teaching "baby" as /bA-bi/, the dictionaries added what we now
call the schwa sound. Mrs. Spalding was highly disturbed by these two
changes which she felt would lead to a major decline in spelling and
speech. She spoke with great passion on this at the college credit
level class I took from her almost thirty years ago. I believe that
time has proven her correct. I remember her saying that these changes
stemmed from a harmful switch in philosophy. The dictionary once
reflected a scholarly standard for accurate speech. She deplored the
shift to simply reflecting what it felt most people said. This is a
negative turn because of the natural tendency for things to degenerate.
This slippery slope stimulated most of the confusion that prompted
these questions.

If we were tied to the idea of the schwa then we would need to teach
all the single vowels as saying /u/ in unaccented syllables. We only
teach the U as saying /u/. When we think to spell words with the
schwa, we exaggerate the vowel sound that the vowel would have made in
that location. We think to spell "cot-ton" as /kot-ton/. We think
to spell "sym-pho-ny" as /sim-fO-ni/. O usually says /O/ at the end of
a syllable. If we had added /u/ as a phonogram sound of the O then
teachers new to this program would want to label any O in unaccented
syllables as /u/. Lets avoid encumbering the student with unneeded
complexity just to satisfy a teacher who misunderstands our "thinking
to spell" philosophy.

Educators who want phonograms to match every shade of speech eventually
despair and declare it is impossibly complicated to teach students
phonetically. I like to compare speech to colors. We can teach
children a basic set of colors starting with the primary and secondary
colors. From this base they can learn related variations. Children
can learn to identify "green" and relate various shades of green to the
same foundational color.

Overall summary

For dictation we exaggerate all the vowel sounds to match their
standardized spelling. For speech we say words normally. Michelle
explained the dichotomy so well when she wrote: "I was leary about
conceding to the fact that I should teach my children to think to spell
Bab-i for the word Baby. What finally made sense to me was when someone
posted about how when they spell Wednesday they think "Wed-Nes-Day".
This is something I have done all my life and never thought twice
about. Another one that I do is "February". I don't SAY it that way (I
say it Feb-U-Ary), but when I am writing it, Feb-Ru-Ary is what goes
through my head which helps me to spell it correctly every time. In SWR
instead of just those few words here and there, "think to spell" is
used more frequently which helps students use the spelling rules more
effectively."

This concept is so hard for adults to grasp because we were taught
spelling differently. For this reason I especially appreciated the
story of Sharon in CA.
"I find that children find the think to spell concept simple and
accept it without hesitation for they can see right away that it is a
tool that helps them. Even my 4yo has no trouble with it. I don't do
SWR with him yet but he likes to break words down by phonograms because
he hears his older sister doing it. Sometimes, when I ask him if he's
ready for something, he says, "I'm /r/ /e/ /d/ /E/, but for think to
spell we say /r/ /e/ /d/ /i/ !" That just brings joy to my heart! SWR
is such an awesome program and I hope that you will soon overcome this
troubled feeling and use the program as it is with confidence." To
that I say, "Amen."

Blessings,

Wanda

zhongsu

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