short vowel e
少儿英语问题：学过自然拼读,能拼读但不能拼写,怎么办？
少儿英语问题：学过自然拼读,能拼读但不能拼写,怎么办？第一篇：少儿英语问题：学过自然拼读,能拼读但不能拼写,怎么办？学过自然拼读，能拼读但不能拼写，怎么办？家长提问：我家孩子目前在阅读课程和英语课堂上兴趣都比较浓厚，也学过两期拼读，但现在有个问题很严重，他能拼，但是不能听单词写出来。
请问我和孩子接下来应该怎么去做？励步朴老师回答：单词的学习维度包括音、意和形，音是指听得懂；意是指明白单词的对应意义，可以用于做表达输出；形是分两步，一是读得出单词发音，二是写得出单词拼写。
你的孩子可以联系音和意，他的问题是，在形上做得到第一步，但是做不到第二步。
我不知道你的孩子现在多大，如果是6岁以下，那么你完全不用顾虑。
跟声音截然不容，文字是需要努力习得的。
习得后的文字在应用层面也是分为先能认得和再能写出的。
6岁以前，孩子还处于形象思维时期，对抽象的文字理解力不够，因此不建议将目标定位能够正确拼写单词。
我提过，六岁开始可以做文字启蒙。
也是先要求认得，再慢慢过渡到会拼写。
但是如果孩子已经8岁以上，还是无法拼写（这里不是说会犯简单的拼写错误，而是无能够拼写简单词汇甚至是简单音节），就要重点补救孩子的拼写能力了。
不过好在汉语拼音也是一种拼读文字，虽和英文不完全相同，但重要的是它提供了非常好的拼读意识。
从单音节开始，利用自然拼读规律，重点做拼写训练。
本文由励步英语朴明华老师整理，未经允许，不得转载。
励步英语是美国纽交所上市公司好未来（NYSE：XRS）旗下高端英语品牌，专注于为2-15岁孩子提供国际学校同步课程。
创新实现全科课堂、线上互动、家庭语境、国际直播四大创新型学习场景，让孩子尊享全球同步优质教育资源，每一步，都与世界同步。
更多儿童英语学习方法、儿童英语学习资源，请访问励步英语官网。
第二篇：少儿英语自然拼读教学法少儿英语自然拼读教学法自然拼读教学法是国际上最为推崇的英语教学法，也是美国儿童语言启蒙所采用的方法，它将英语的26个字母的常规读音以及字母组合的常规读音归纳为44个音素，各因素组合成不同的发音。
Phonics Short Vowels
UNIT 2 SHORT VOWELS短韵母The vowels are "a, e, i, o, u and sometimes letters "w" and "y".Short vowels ------ When there is a single vowel in a short word or syllable, the vowel usually makes a short sound. These short vowels usually appear at the beginning of the word or between two consonants. Examples of short vowels are found in these words: c a t, e n d, p i g, l o g, b u s.ăappleĕeggĭinsectŏorangeŭumbrella Lesson 1: Short /ă/ in appleWords Beginning with AWrite the letter a in the words below. Read the words aloud.(1) (2)苹果手臂___ pple ___ rm(3) (4)斧头蚂蚁___ xe ___ nt(5) (6)短吻鳄太空人___ lligator ___ stronautWords Beginning with EWrite the letter e in the words below.Read the words aloud.(1) (2)大象蛋___lephant ___ gg(3) 11(4)十一空的___ leven ____ mpty(5) (6)信封出口___ n velope ___ xitWords Beginning with IWrite the letter i in the words below.Read the words aloud.(1) (2)雪块砌成的圆顶小屋墨水___ gloo ___ nk(3) (4)印度昆虫____ ndia ____ nsect(5) (6)鬣鳞蜥在…里面____ guana ____ nMiddle Short ILesson 4: S hort /ŏ/ in orangeWords Beginning with OWrite the letter o in the words below.Read the words aloud.(1) (2)章鱼公牛___ ctopus ___ x(3) (4)橘子橄榄____ range ____ lives(5) (6)年老的鸵鸟____ ld ___ strichMiddle Short O Lesson 4: S hort /ŭ/ in umbrellaWords Beginning with UWrite the letter u in the words below. Read the words aloud.(1) (2)在……下面向上___ nder ___ p(3) (4)不高兴下划线___ nhappy ___ nderline(5) (6)裁判员伞___ mpire ___ mbrellaMiddle Short U。
lesson 8- 划分音节,重音
1. a o u 弱读为er音 ’ca-pi-tal co-’llect
A-’me-ri-ca
Hos-pi-tal ’di-ffi-cult
2. 元音 i e 弱读为 i 音 ’stu-dy ’po-cket ’e-le-phant ’chi-cken
3. 元音 y 重读为i-e ，弱读为 i 音 重读-单音节：try dry ly sly fly dye why type 弱读-多音节：fatty family university olympic puppy
一个音节：cat
两个音节：li-ly lu-cky
五个音节：a-ni-mo-si-ty
划分音节
划音节：1.有几个元音就有几个音节 ha ’ppy 2.辅元结构划音节 for 3.音节从后往前划 4.-e结尾，前搭桥 apple name
-e结尾，前搭桥， 往前跳一个辅音字母，找倒数第三个字母搭桥
搭桥成功，元音合体：name kite hope
Phonics
Jane
Lesson 7
划分音节& 重读
短元音 Short Vowels
长元音 Long Vowels
A
a
a-e
E
e
e-e
I
i
i-e
O
o
o-e
U
u
u-e
划分音节
划音节：1. 从后往前划音节 ha ’ppy 2. 辅元结构划音节 for 3. 元音本身为一个音节 air 4. -e结尾，前搭桥 apple name
划分音节
划音节：1.有几个元音就有几个音节 ha ’ppy 2.辅元结构划音节 for 3.音节从后往前划 4.-e结尾，前搭桥 ap个元音就有几个音节 ha ’ppy 2.辅元结构划音节 for 3.音节从后往前划 4.-e结尾，前搭桥 apple name
Smart_Phonics单词表.doc
Smart Phonics Level 1Phonics WordsUnit 1 A a , B b , C c a – alligator, ant, appleb – bat, bed, bookc – cap, cat, cupUnit 2 D d , E e , F f d – desk, dog, ducke – egg, elbow, elephantf – fan, fish, forkUnit 3 G g , H h , I i g – game, girl, gorillah – hand, hat, hippoi – igloo, iguana, inkUnit 4 J j , K k , L l j – jacket, jam, jetk – kangaroo, key, kingl – lamp, lemon, lionUnit 5 M m , N n , O o m – map, melon, mousen – nest, net, nuto – octopus, ostrich, oxUnit 6 P p , Q q , R r p – panda, pen, pigq – queen, question, quietr – rabbit, ring, robotUnit 7 S s , T t , U u , V v s – sea, sock, sunt – tent, tiger, topu – umbrella, under, upv – vase, vest, violinUnit 8 W w , X x , Y y , Z z w – watch, watermelon, windowx – box, fox, sixy – yacht, yellow, yo-yoz – zebra, zero, zooSight a , am , an , are , be , doesn’t , has , he , I , in , is , like , likes , Words my , oh , on , please , says , see , she , the , they , this , under ,where , who.总词汇量104 个（ 78 个单词 + 26 个 sight words ）Smart Phonics Level 2Phonics WordsUnit 1 Short vowel a am -- dam, ham, jam, ramap – cap, lap, map, napUnit 2 Short vowel a an – can, fan, man, panat – bat, cat, hat, matUnit 3 Short vowel e et – jet, net, vet, weted – bed, red, hen, penUnit 4 Short vowel i ib – bib, rib, kid, lidig – pig, wig, fin, pinUnit 5 Short vowel i ip – dip, hip, lip, ripit – hit, sitix – mix, sixUnit 6 Short vowel o ot – hot, pot,ox – box, foxop – cop, hopog – dog, logUnit 7 Short vowel u ug – bug, hug, mug, rugub – rub, tubup – cup, pupUnit 8 Short vowel u un – bun, gun, run, sunud – bud, nudut – cut, nutSight a , and , are , but , do , for , gives , fun , goes , good bye , has , Words have , he , her , his , in , into , is , it , no , not , now , oh , on , one , over , says , sees , she , sorry , the , they , this , to , what ,where , will , with. （红色部分为本册新增）总词汇量88 个（ 64 个单词 + 24 个新增 sight words ）Smart Phonics Level 3Phonics WordsUnit 1 Long vowel a ake – bake, cake, lake, rakeape – cape, tapeave – cave, waveUnit 2 Long vowel a ame – game, nameate – date, gateane – cane, manease – case, vaseUnit 3 Long vowel i ine – line, nine, pine, vineike – bike, hikeime – lime, timeUnit 4 Long vowel i ide – hide, rideipe – pipe, wipeite – bite, kiteive – dive, fiveUnit 5 Long vowel o ose – hose, nose, pose, roseope – hope, ropeote – note, voteUnit 6 Long vowel o ole – hole, mole, pole, soleome – dome, homeone – bone, coneUnit 7 Long vowel u ube – cube, tube,ute – cute, muteule – muleune – dune, June, tuneSight a , and , at , away , birthday , by , digs , drops , for , get , gets ,Words go , has , have , he , her , here , his , hums , I , in , is , it , it ’ s , likes , look , makes , no , now , of , oh , OK, on , opens , over , puts ,race , says , see , sees , she , song , the , there , they , this , to ,under , up , was , water , with , yes , yum , zoo （红色部分为本册新增）总词汇量83 个（ 56 个单词 + 27 个新增 sight words ）Smart Phonics Level 4Phonics WordsUnit 1 bl , cl , fl bl –black, blade, blimp, bluecl –clam, clap, cliff, clockfl –flag, flame, flap, fluteUnit 2 br , cr , fr br –brake, brave, brick , bridecr –crab, crane, crib , crossfr –frame, frog , front, frostUnit 3 gl , pl , sl gl –glass, globe, glove, gluepl –plane, plant, plate, plumsl –sled, slice, slide, slimUnit 4 dr , pr , tr dr –dragon, dress, drive, drumpr –press, price, print, prizetr –trace, track, truck, trumpetUnit 5 sm , sn , st , sw sm –smell, smile, smokesn –snack, snake, snorest –stone, stop, stovesw – sweet, swim, swingUnit 6 ng , nk ang – bang, fang,ing -- king, ringong – gong, songank –bank, tankink –pink, winkunk – dunk, junkUnit 7 sh , ch sh-- –shape, ship, shop--sh – brush, fish, flashch-- -- cherry, chick, chin--ch – bench, branch, catchUnit 8 th , wh th-- –thick, thin, thumb--th – bath, math, teethwh-- -- whale, wheel, whip--wh –whisk, whisper, whiteSight a , all , along , and , animals , are , aren ’t , around , as , away , Words band , blows , but , by , comes , contest , don ’t , eat , eats , fast , fly , for , get , gets , go , goes , going , great , guess , happy , has ,have , he , her , he’s , his , I , I ’ d , in , is , it ’s , kisses , let ’ s ,like , live , lives , magic , new , no , not , oh , on , only , out , over ,picnic , plays , put , puts , said , says , scares , sees , she , silly ,sky , some , take , the , there , they , to , trip , under , want , washes ,water , what , will , with , yells , your.（红色部分为本册新增）总词汇量138 个（ 96 个单词 + 42 个新增 sight words）Smart Phonics Level 5Phonics WordsUnit 1 ee, ea ee -- bee, feet, green, peel, seed, treeea – leaf, meat, peanut, sea, seal, teaUnit 2 oa, ow oa – boat, coat, goat, road, soap, toastow – blow, bowl, pillow, snow, window, yellowUnit 3 ai, ay ail – mail, nail, rail, tailain – rain, trainay – clay, gray, hay, play, pray, trayUnit 4 oi, oy oi – boil, coil, coin, foil, oil, point, soil,toiletoy – boy, joy, soybean, toyUnit 5 ow, ou ow -- brown, clown, cow, crown, gown, owlou – blouse, cloud, count, house, mouse, mouthUnit 6 ir, er, ur ir – bird, girl, shirt, skirter – letter, singer, soccer, teacherur – nurse, purple, purse, turtleUnit 7 ar, or ar – arm, car, card, farm, park, staror – cork, corn, fork horse, north, storeUnit 8 oo /u/-- book, cook, foot, hook, look, wood/u:/ -- food, goose, moon, pool, spoon, zooSight a , all , am , an , and , are , asks , at , better , big , bubble , by ,Words comes , does not , eats , falls , farm , fast , for , from , full , funny , gives , go , grows , has , have , he , here , his , hooray , hungry , hurt ,I , in , into , is , it , it ’s , jump , jumps , just , like , live , magic ,make , makes , me , more , my , nice , no , of , oh , on , one , our ,out , puts on , race , rock , say , says , sees , she , silly , splash ,strong , takes , thank you , that , the , their , they , to , too , under ,waits , want , wants , watch , we , where , will , wins , with , wow ,you , yucky , yum （红色部分为本册新增）总词汇量136 个（ 96 个单词 + 40 个新增 sight words ）总计 5 册书词汇量： 549 个（ 390 个单词 +159 个 sight words）。
澳大利亚英语发音
澳大利亚英语是一种“非”（non-rhoic）英语，被大部分本土出生的澳大利亚人所使用。
从音系学上讲（Phonologically）,它是世界上地区差异最小的语言之一（编者注：澳大利亚英语不像，每个城市都有很大区别）。
和许多英语方言一样，澳大利亚英语发音和其他方言的区别主要是的不同。
本文讨论的是一般澳大利亚英语（generalAustralianEnglish）。
（一）（Vowel）澳大利亚英语的元音可以通过发音长短来区分。
（thelongvowels），包括（monophthongs）和（diphthongs），大部分与RP英语（ReceivedPronunciation）中的紧元音（tensevowels）和中向双元音（centringdiphthongs）一致。
短元音（theshortvowels），仅包括，与RP英语中的松元音（laxvowels）一致。
在澳大利亚英语中，长短元音的重叠元音（overlappingvowel）现象使该种方言具有因素长度区别（phonemiclengthdistinction），这种现象是其他英语方言所不具备的。
注解及举例（NotesandExamples）1、/例子：kit，bid，hid（RP：//）。
这个音与其他英语方言中的音比更紧一些（tenser），许多外国人听起来像/i/，因此有些单词例如pin和kin会听起来与peen和keen一样。
有些单词例如happy和city，结尾是典型的/i/,会延长到/i:/，所以听起来像happee和citee。
这一特点在墨西哥英语中也有体现。
（编者注：在澳大利亚语言界，有两种注音方法，一种是修订过的（revisedones），这种注音方法更代表真实的英语发音；另一种是MD法（Mitchell-Delbridgesystem），更接近于RP的标音方法，也是麦考瑞等学术论文使用的标音方法。
但本文使用的是第一种，即修订过的（revisedones）标音方法，使用IPA（InternationalPhoneticAlphabet）国际语音字母符号来表示和讲解，同时根据国内读者的教育背景，用括号标注英国RP音标，BritishReceivedPronunciation，即学校教学用音标，帮助读者学习和理解。
搞定自然拼读所有知识点，看这篇就够了
搞定自然拼读所有知识点，看这篇就够了鹅宝宝学堂截至上周，自然拼读主题的内容我们共出了14期，非常系统地把自然拼读课程梳理了一遍，这些对每一个想让孩子学自然拼读的妈妈都非常重要，因为我觉得，英语学习，并不是把孩子往培训班一送即可，即使你找到专业的老师，家长本身对课程还需要有足够的了解，才能在课下帮助孩子更好地完成课程。
今天是汇总篇，来回顾自然拼读的前期准备到孩子独立自主阅读是如何实现的。
自然拼读法最核心的内容首先是将每个字母（或者字母组合）对应到一个音素，也有可能是两个音素，a可以发/ a/-pat ,也可以发/ai/ - game 。
第二是将单词中字母对应的各个音素连起来，这样孩子只要认识字母和知道它的音就能读出来。
字母是形，发音是音，意思是义，自然拼读以教授字母（字母组合）的音形对应规则为核心。
所以只要是符合拼读规则的词，学了自然拼读都能读出来。
能读出词就能读出句子，能读句子就能阅读整段（篇），最终爱上英语阅读。
音、型再与义结合，一门语言的要素就齐全了。
展开剩余90%英语学习是一个较长的持续的过程，细水长流和孩子的兴趣非常重要，首先要让孩子养成持续学习的习惯，每周的频率应不小于3次，这样才能看见效果，取得进步，他的每一个进步都让他增加一分兴趣，加上平时轻松有趣的互动，让他在课堂上或家长面前自信倍增。
一、自然拼读的准备期在正式进入自然拼读课程之前，孩子需要有1-3年的英语听说积累，建议3-5岁完成，如果可以，这个时间还可以提前到从出生开始。
因为通过拼读法拼出来的单词应该是有意义的，比如当我们听到/d/ /u/ /ck/ -/duck/ ,我们大脑中要有对这个音或实物的存储，才能将音与意结合，如果没有积累，在孩子正式学习自然拼读的时候，即使他嘴巴能跟着老师读/duck/，但他不知道/duck/是什么意思，虽然课堂上老师也会教授意思，但这样的效果会差很多。
▲Letter Sounds在自然拼读的准备期建议大量地输入儿歌（音频和视频）Songs、阅读绘本Picture Books、认识字母Alphabet、有字母名Letter Name和字母音Letter Sound的概念、生活中常见的物品会用英文说、对英语表现出强烈的兴趣。
ThoughtsonLongVowels,ShortVowelsandthe…
Thoughts on Long Vowels, Short Vowels and the Stevenson Program As those of you who use the Stevenson Language Skills Program know, it begins by teaching the decoding and encoding of long vowel words. Over the years we have seen a few other programs use long vowel words in this manner, but it is certainly unusual for a phonics-based method (as Stevenson is) to take this approach. We decided it might be helpful to put some of our thoughts on this matter into writing.We teach words with long vowel sounds first because author Nancy Stevenson, during her long years working with reading disabled students and young beginners, found that long vowels were easier for her students to discriminate, isolate, retrieve and blend. When she first made the observation (while tutoring in the late 1950’s), research on dyslexia was limited. Since then, however, research has determined that very many students who are dyslexic (or otherwise at high risk for reading failure) have difficulty with phonological and/or phonemic processing. In other words, these students are more likely than other pupils to have difficulty discriminating, isolating, retrieving and/or blending the sounds that make up words (phonemes). Recent research has also confirmed the value of explicitly teaching high-risk students to decode (sound out words). Students are more likely to decode accurately if they can discriminate, isolate, retrieve and blend letter sounds successfully.We have searched for, but have not found, research that proves that long vowel sounds are easier to process than short vowel sounds, or vice versa. During the early stages of developing her method, however, Nancy Stevenson made some basic observations that seem to be supported by common sense. These observations, along with many others from her teaching experiences, led her to try a different approach, so we thought we would share these points with you.One point Nancy noticed is that telling the difference between one long vowel sound and another is much easier than telling the difference between one short vowel sound and another. If you say /ā/as in hay, /ē/as in heat, /ī/as in ride, /ō/as in boat and /ū/as in cute, you will quickly see that the sounds contrast with each other more than when you say /ă/ as in cat, /ĕ/ as in bed, /ĭ/as in pin, /ŏ/as in hot and /ŭ/as in cut. Since it seems easier to discriminate among long vowel sounds, Nancy thought that students decoding long vowel words would be more likely to use the correct vowel sound.Another point that Nancy noticed is that her dyslexic students seemed to isolate the long vowel sounds more easily than short vowel sounds. She surmised that the reason for this relative ease is the presence of isolated long vowel sounds in our daily speech. We use the long vowel sounds /ī/ and /ū/ constantly because they are the words I and you. We use the exclamatory “Oh?”very frequently, as in “oh no”, "oh yeah" or even as a simple question, "Oh?" We even use the long /ā/and long /ē/sounds in exclamatory ways, such as Fonzie in Happy Days who says, “Aaaaay” or the cartoon characters who see a mouse and say “Eeeeee.” Also, of course, any child who has watched Sesame Street hears long vowel sounds as the names of the letters. In contrast, how often does one hear isolated short vowel sounds in daily conversation? About the only time you are likely to hear the short sounds, /ă/, /ĕ/, /ĭ/, /ŏ/ and /ŭ/,is when someone drinks sour milk, stubs a toe or stumbles over their words. This ability to isolate a sound, like the ability to discriminate one, would seem to make it easier to decode a word containing that sound.Nancy also observed that retrieving long vowel sounds seemed easier for her students than retrieving short vowel sounds. It is not unusual for a young student or one with a reading disability to forget the sound one letter makes in a word while trying decode the next letter. So using a vowel sound that is easier to recall would seem to facilitate the decoding process. Nancy thinks that long vowel sounds may be easier to remember for the same reason that they seem easier to isolate – their presence in our daily conversations. In general, you can recall something you experience personally better than something that is only explained to you. Although students hear short vowel sounds constantly, they do not experience them in isolation. Of course, Nancy enhances the memorable aspects of the long vowel sounds in her Seven Special Reading steps when she asks students to repeat these sounds “long and loud.” This emphasis on the long vowel sound allows it to resonate and helps the student retrieve it when it is time to connect it to other sounds in the word. It is difficult to give that same kind of enunciation to a short vowel Very importantly, Nancy also found in her experience that the long vowel sounds were easier for her students to blend. It is common for young and disabled readers to have some difficulty blending as they learn to decode. You will hear the student stumble from sound to sound before they learn to blend them smoothly. It is unusual, however, to find a severe blending problem where a student cannot seem to combine a single consonant sound to a single vowel sound without coming up with a third incorrect sound by mistake. Nancy, however, had many such students with severe blending problems referred to her during her years as a tutor and consultant. These students had almost always been taught some other structured multisensory phonics program before seeing her. Even with systematic decoding instruction, however, they could not blend accurately or read. fluently. One reason that Nancy devised her Seven Special Reading Steps was to help students blend, but when she worked with these severe cases, she had to break the steps down into even simpler tasks and present these tasks as a separate exercise. She also had to use the long vowel sounds. She feels that you simply cannot remediate a severe blending problem by using short vowel words first.Nancy speculates that the long vowels not only contrast with each other more than the short vowel sounds, but also contrast with the consonants more. It is not very natural to make a pure consonant sound that has no vowel sound attached. When we try to isolate a consonant sound like the one for t, we tend to add a schwa (/tuh/ = /ә/) or some similar vowel sound, so that instead of saying a pure /t/, we sometimes say /tuh/(or /teh/ or /tih/, etc.). If you are teaching the blending of a short vowel word, the students’ tendencies to add a schwa (/ә/) to the consonant confuses them, and they frequently reproduce the incorrect sound. Thus most multisensory phonics methods try to insist that students make a pure consonant sound. If, however, students do make a pure consonant sound, they have to stop their breath (e.g., a glottal stop for /g/or a dental stop for /d/), which, in terms of speech muscle movements, seems to work against the blending process. By using long vowel sounds, Nancy was able to create special, extra blending exercises in which the presence of a schwa on the consonant was not a problem. These exercises make it easier for students with severe blending difficulties to combine a vowel and a consonant sound correctly. After the blending problem is overcome with the long vowel sounds, students can apply their new skill to other vowel sounds with less difficulty.(It is important to point out that Nancy’s special exercises for correcting severe blending problems are not given in the Stevenson Language Skills Program manuals. If you are working with such students, you should call us at 1-800-343-1211 and ask for a consultant We will arrange a time for you to have a phone conversation for 20 minutes or so to model the exercises.)So, if Nancy is correct, and processing long vowel sounds really is easier, why do almost all phonics programs start with short vowel sounds? For good reason. English orthography, the fancy word for spelling, is complicated and inconsistent. Compare it to Spanish, for example, where most vowel sounds are only spelled one way. If you notice the words we used as examples of long vowel sounds, hay, heat, ride, boat and cute, they use vowel pairs and silent letters. Think about hay rhyming with thev, or consider the homonyms wav and weigh or main and mane. Why isn’t great pronounced /greet/ or spelled as mate or grait? How are students supposed to keep it all straight (or steat, strate or streight)?By contrast, the words we used to illustrate short vowel sounds - cat, bed, hot and cut - all have a wonderful quality. Each has three letters and three sounds, one sound per letter. Students do not have to figure out what to do with all those crazy letter combinations (at least not until they encounter the rest of the English Language). Of course, even with those neat, orderly three letter words, students face other problems such as reading pin for pen or pen for pan, Those problems are related to the phonemic processing difficulties that we mentioned earlier. It is simply difficult to discriminate one vowel sound from another in pin, pen and pan.Another reason for using short vowel sounds first is that there are more common one-syllable words that contain those sounds than there are common one-syllable words that contain long vowel sounds. (It is not that there are very many more one-syllable short vowel words, but that the one-syllable short vowel words are more commonly used.) Consequently, more beginning reading books have been written using predominantly short vowel (CVC) constructions, Beginning students who start with short vowels will encounter vocabulary that is more familiar, and they, will have more reading material to choose from – until, that is, they reach multi-syllable words. In these longer words, long vowel sounds become more prevalent. (Isn’t English wonderful?) So students who are dependent on short vowel words are in for a rude awakening when they try to achieve real functional literacy. Real functional literacy requires accurately decoding at a minimum of a sixth grade level, and that means handling a large number of multi-syllable words.The Stevenson Program handles the vowel pairs and silent letters common to long vowel words by using special mnemonic (memory-aiding) clues. Most of you are familiar with our crunchy peanut butter and jelly words and our layer cake words. (If you are not, request a description of the Stevenson Program or visit our web site.) These clues not only make it easy for students to remember what letters make what sounds, they also provide concrete models that help students understand what letters get sounded out in what order. If Nancy had not discovered her special sandwich and cake clues, she probably would not have continued to use long vowel words first. Since the special sandwich and cake clues came easily to both her and her students, however, Nancy was able to develop a word attack strategy that seems to make decoding easier for many high-risk pupils. In addition to using the sandwich and cake clues, Nancy chose not to teach all of the long vowel constructions at once. Some long vowel patterns (e.g., oe in foe) do not occur as often and do not lend themselves to mnemonic clues as well as the sandwich (CVVC) andcake (CVCV) patterns. Nancy does not introduce some long vowel patterns (such as the ea in great) until students are successfully reading dozens of different vowel patterns (long, short and otherwise) and more than a thousand different words.If anyone knows of any research specific to the use of short vowel words first versus the use of long vowel words first in the teaching of phonics, we would like to know about it. It would be exciting to see an experiment done with three groups of high risk and/or dyslexic students. One group would receive multisensory phonics instruction with short vowel words first; one group would receive similar instruction with long vowel words first; and a third group. would receive multisensory, mnemonic Stevenson instruction with the sandwich and cake long vowel words first. Our guess is that the non-Stevenson phonics instruction using long vowel words first would fare the worst, that similar instruction using short vowel CVC words first would do better, but that the Stevenson approach using long vowel sandwich and cake words would do the best. One would have to devise a special test instrument to evaluate the results, but it would certainly be interesting. Does anyone out there have a spare research grant?Note by Internet Publisher: Donald L. PotterJanuary 1, 2006In December of 2005, I discovered that the Stevenson Method taught the long vowels first. This caught my eye because of my long standing theoretical and practical interest in the optimal sequencing of phonics reading instruction. Most of the various phonics programs I have taught begin with the short vowel. The outstanding exception was the old Open Court with which I taught my son to read. The Open Court method was based on The Association Method by Mildred McGinnis, which also starts with the long vowels. My oldest daughter learned with the Economy Keys to Reading, which also started with the long vowels (actually all the vowel sounds before any consonants). Recently I learned of The Weiss Method, that also starts with the long vowels and has been used for several decades, reporting exceptional results. The concept of beginning with the long vowels is not new, but it is unusual among currently available phonics programs. Both the original Open Court and Economy are no longer being published. (The new Open Court switched to the short-vowel-first approach for inexplicable reasons.) I would like to join the Stevenson company in recommending that their proposed study be undertaken so we can better understand the best sequence for optimal reading success. For more information on theoretical, historical, and practical aspects of reading instruction, visit the Education Page of my web site: . Another advantage of starting with the long vowels first it that it gives the children more time to master the more complex spellings.I would like to note that School Phonics by Didax uses a long-vowel-first approach based on the Association Method as developed by Priscilla McQueen when she left Open Court to publish her own method.I appreciate Mr. Stevenson sending me this valuable article, “Thoughts on Long Vowels, Short Vowels and the Stevenson Program.” The Stevenson Learning System web site is: /Published 6/6/09.。
simple_vowels
/@ /
articulation:
raise the tongue slightly in the middle, the ―front‖ and ―back‖ of the tongue remain almost idle the tongue position is about the same as that for / 3: /, but is very short, slight and obscure the muscles of speech organs are relaxed, the lips neutral
/@/ spellings in words:
a — woman, about e — gentlemen, movement i — possible, terrible o — occur, method u — suppose, column ou — famous, spacious
/e /
articulation:
part the teeth and lips farther than for /I/ raise the front of the tongue to a position between ―half close‖ and ―half open‖ spread the lips e — bed, egg, send, set, went ea — head, dead, breath a — many, any, Thames, ate ai — said ay — says ie — friend u — bury eo — Geoffrey sit – set; disk – desk; tin – ten; pin – pen [] following: will – well; fill – fell