Even with explicit
teaching and synthetic phonics, sight words and a mountain of good intentions,
there is a risk for children not being given the full story in that c for cat does not match c as in cents, c as in brick, c as in church, c as in Michael or c as in race.
This can be devastating for an inexperienced reader.
The ed at the end of started is different to the ed in missed. The i in rabbit does not sound at all like i for igloo. The e for egg does not tell the truth in words such as have, love, give, even when the long vowel rule mat-mate rule is applied. However, and assuming all the above English anomalies are taught, this is still not enough.
The Reading Works Series shows how our writing system works rather than teaches pronunciation rules and their associated jargon in isolation, hoping the right one will be remembered and applied when encountered in a reading book.
Enough said. To see how some extraordinary explicit word knowledge teaching is possible even from a simple four-word sentence,
please click here.
It is a deep-learning approach that promotes reading success, word memorisation accuracy, social togetherness, meaning and enjoyment for everyone.