<b> <c> <ch> <d> <f> <g> <gh> <h> <j> <k> <kn-> <l> <m> <n> <-ng> <p> <ph> <r> <s> <sh> <t> <th> <u>* <v> <w> <y>* <z> <-ck> <-dg(e)> <-tch> <x> <qu> <wh-> <gu> <-ugh> <wr> <rh> <ai>/<ay> <au>/<aw> <ea> <ee> <ei>/<ey> <eu>/<ew> <ie> ... Continue Reading →
Clues of History Buried in “Friend”
Fri + day --> Friday Fri + end --> friend Fri (e) nd --> friend Friend is one the most frequently misspelled words: misspelled by both children and adults alike. Why is that? Why do children have difficulty learning the correct spelling of a word they know so well and use so often both in... Continue Reading →
Writing the ‘sound’ /k/ in English
Before I begin, I would like to explain certain concepts to make it easier to read the post. I use the forward slashes // to enclose pronunciation, while the angle brackets <> enclose spelling. The term 'graphemes' means a spelling units. Graphemes represent distinct pronunciations. I enclose graphemes in angle brackets: <ck>, <c>, <k>, <qu>.... Continue Reading →
Making Sense of ‘t’ in English
English spelling and reading can sometimes present challenges due to some of the complexities of the grapheme-phoneme correspondences. Several graphemes (spelling units) represent more than one pronunciation and a single pronunciation can be written using different graphemes. However, the complexities of the grapheme-phoneme correspondences provide us with valuable information about words. How a word is... Continue Reading →
