I got to the site below throught the Linguistic Association of GB web site,
but they apparently did not beget the DfES phoneme/grapheme chart below.
Does anyone know who did? It is very close to truespel. How is it used?
Tom Z
site
http://www.standards.dfes.gov.uk/primary/publications/literacy/948809/nls_phonics028004intro.pdf
click on the above
brings you to the National Literacy Strategy for year one students
ref Dfes (Department for Education and Skills -UK) 0280-2004
"Playing with Sounds: a Supplement to Progression in Phonics"
Page 15 has the table "Consonant Phonemes and Their More Usual Graphemes."
A comparison with truespel below shows only 7 differences.
DfES truespel
/b/ ~b baby
/d/ ~d dog
/f/ ~f field, photo
/g/ ~g game
/h/ ~h hat
/j/ ~j judge, giant, barge
/k/ ~k cook, quick, mix, Chris
/l/ ~l lamb
/m/ ~m monkey, comb
/n/ ~n nut, knife, gnat
/ng/ ~ng ring, sink
/p/ ~p paper
/r/ ~r rabbit,wrong
/s/ ~s sun, mouse, city, science
/t/ ~t tap
/v/ ~v van
/w/ ~w was
/y/ ~y yes
/z/ ~z zebra, please, is
/th/ ~th then
/th/ ~thh (1) thin
/ch/ ~ch chip, watch
/sh/ ~sh ship, mission, chef
/zh/ ~zh treasure
/a/ ~a cat
/e/ ~e peg, bread
/i/ ~i pig, wanted
/o/ ~aa (2) log, want
/u/ ~u plug, love
/ae/ ~ae pain, day, gate, station
/ee/ ~ee sweet, heat, thief, these
/ie/ ~ie tried, light, my, shine, mind
/oe/ ~oe road, blow, bone, cold
/ue/ ~ue moon, blue, grew, tune
/oo/ ~oo look, would, put
/ar/ ~aar (3) cart, fast(regional)
/ur/ ~er (4) burn, first, term, heard, work
/or/ ~or torn, door, warn (regional)
/au/ ~au haul, law, call
/er/ ~? (5) wooden, circus, sister
/ow/ ~ou (6) down, shout
/oi/ ~oi coin, boy
/air/ ~air stairs, bear, hare
/ear/ ~eer (7) fear, beer, here
Truespel is better on the differences above because:
(1) Identifying the th's is necessary. The truespel way is best.
(2) The letter "o" is two confusing to be used alone as a grapheme.
(3) The "ah" sound is ~aa in truespel so ~aar is an extension.
(4) The sound ~er is spelled "er" over 8 times as many t
(4) Is /er/ the dropped "r" sound in "er"? If so it's ~eu in truespel.
(5) The grapheme "ou" for that sound is twice as prevalent as "ow".
(6) Truespel uses ~eer which is a consistent extension of ~ee.
The marvelous thing here is that this British phonetic design
and the USA design of truespel are practically identical.
The 4 truespel books are at authorhouse.com. Hit Bookstore. Enter
Zurinskas. Click Search.
Convert English to truespelUSA at Truespel.com. While there convert the
entire internet to truespel via the URL converter by interguru.com.
>From: "Scobbie, Jim" <[log in to unmask]>
>Reply-To: "Scobbie, Jim" <[log in to unmask]>
>To: [log in to unmask]
>Subject: Re: synthetic phonics in England
>Date: Fri, 2 Jun 2006 10:44:31 +0100
>
> The clackmannan study has had a lot of press in Scotland - one study can
>hugely influence the politicians. Bit depressing really.
>
>My personal experience in Scotland is that different state schools do
>different things.
>
>Our school about 6-8 years ago adopted a fast start and flexible scheme
>based on Jolly Phonics and the Oxford Reading tree for all kids in P1
>(approx age 5) and pushed throught it quickly, on the EXPLICIT
>understanding
>that some kids wouldn't be able to learn through phonics quickly at that
>age, but that some learn fast. So everybody tried phonics, and after a few
>months, the ones who weren't getting it so quickly went into a whole word
>reading scheme. Each primary class is streamed into about 4 groups for
>reading early on.
>
>Before that, they did phonics, but at the speed of the slower groups, and
>the kids who liked phonics got bored.
>
>The school said that different kids have different learning techniques and
>dispositions, which I think was more mature than some of the
>one-size-fits-all things I have see in the media.
>
>The kids do indeed do one phone at a time at a phonetic level and then
>listen to themselves to get the percept of a longer word.
>
>The BBC TV show Words and Pictures "Consonant Clusters" has absolutely
>super
>examples of consonant cluster blending as "Jim" squeezes different sounds
>together. http://www.bbc.co.uk/schools/wordsandpictures/clusters/ has a
>horrid blender animation thing not a patch on the programme. Yuk.
>
>The Magic Key TV series is based on the Oxford Tree books. Very popular.
>
>It was a shock to me to hear that phonics had ever gone, but it seems it is
>back.
>
>Sorry no academic content, just personal experience.
>
>If you are interested in metaphonemic awareness and how it is related to
>literacy training and changes in speech perception, see Catherine Mayo's
>PhD.
>
>Jim
>
>
>
>-----Original Message-----
>From: Tom Zurinskas
>To: [log in to unmask]
>Sent: 01/06/2006 18:31
>Subject: synthetic phonics in England
>
>Synthetic phonics described below is the new way of teaching English to
>youngster in England. The description below comes from Wikipedia. It
>introduces a new way of spelling English phonemes. Anyone familiar with
>it?
>
>tom z
>
>
>Synthetic Phonics is a method of teaching reading which intensively
>teaches
>first the letter sounds and then builds up to blending the letter sounds
>
>together to achieve full pronunciation of the printed word.
>
>Description
>The name 'Synthetic Phonics' comes from the concept of 'synthesising',
>which
>means 'putting together' or 'blending'. What is synthesised/put
>together/blended in reading are the sounds prompted by the letters on
>the
>page. (rrf.org.uk, newsletter 54)
>
>According to the Clackmannanshire 7 year longitudinal study, '[Synthetic
>
>phonics] is a very accelerated form of phonics that does not begin by
>establishing an initial sight vocabulary. With this approach, before
>children are introduced to books, they are taught letter sounds. After
>the
>first few of these have been taught they are shown how these sounds can
>be
>blended together to build up words (Feitelson, 1988). For example, when
>taught the letter sounds /t/ /p/ /a/ and /s/ the children can build up
>the
>words 'tap,' 'pat, 'pats', 'taps' 'a tap' etc. The children are not told
>the
>pronunciation of the new word either before it is constructed with
>magnetic
>letters or indeed afterwards; the children sound each letter in turn and
>
>synthesise the sounds together in order to generate the pronunciation of
>the
>word. Thus the children construct the prounciation for themselves. Most
>of
>the letter sound correspondences, including the consonant and vowel
>digraphs, can be taught in the space of a few months at the start of
>their
>first year at school. This means that children can read many of the
>unfamiliar words they meet in text for themselves, without the
>assistance of
>the teacher'.
>
>Common Terminology
>Common terminology used within the Synthetic Phonics method includes :
>
>blend (vb.) to draw individual sounds together to pronounce a word, e.g.
>
>s-n-a-p, blended together, reads snap
>phoneme the smallest single identifiable sound, e.g. the letters 'sh'
>represent just one sound, but 'sp' represents two (/s/ and /p/)
>grapheme a letter or a group of letters representing one sound, e.g. sh,
>ch,
>igh, ough (as in 'though')
>(vowel) digraph, two letters making one sound, e.g. sh, ch, th, ph.
>Vowel
>digraphs comprise two vowels which, together, make one sound, e.g. ai,
>oo,
>ow
>(Rose Review - see external links)
>
>
>What it is
>Synthetic phonics involves the teaching of letter/s-sound
>correspondences to
>automaticity, rapidly and systematically (approx 6 sounds per week) and
>models how the alphabetic code works by sounding out and blending
>all-through-the-word for reading and segmenting the individual sounds
>all-through-the-word for spelling. Sounds and letters are taught in all
>positions of the words, but the emphasis is on all-through-the-word
>blending
>and segmenting from week one.
>Synthetic phonics develops phonemic awareness along with the
>corresponding
>letter shapes.
>Synthetic phonics teaches phonics at the level of the individual phoneme
>
>from the outset; NOT syllables and NOT onset and rime.
>Synthetic phonics involves the children rehearsing the writing of letter
>
>shapes alongside learning the letter/s-sound correspondences preferably
>with
>the tripod pencil grip. Dictation is a frequent teaching technique from
>letter level to word spelling, including nonsense words and eventually
>extending to text level.
>Synthetic phonics teachers put accuracy before fluency. Fluency will
>come
>with time, but the emphasis on thorough letter/s-sound correspondence
>knowledge and synthesising enables the reader to become more accurate,
>fluent and to access the meaning of the text at the level of the
>reader's
>oral comprehension more readily.
>Synthetic phonics involves the teaching of the transparent alphabet
>before
>progressing onto the opaque alphabet. In other words, children are
>taught
>steps which are straightforward and 'work' before being taught the
>complications and variations of pronunciation and spelling of the full
>alphabetic code.
>Synthetic phonics introduces irregular words and more tricky words
>slowly
>and systematically after a thorough introduction of the transparent
>alphabet
>code (learning the 42 letter/s-sound correspondences to automaticity and
>how
>to blend for reading and segment for spelling). Phonics application
>still
>works at least in part in such words.
>Synthetic phonics involves a heavy emphasis on hearing the sounds
>all-through-the-word for spelling and not an emphasis on 'look, cover,
>write, check'. This latter, visual form of spelling plays a larger part
>with
>unusual spellings and spelling variations although a phonemic procedure
>is
>always emphasised in spelling generally.
>Synthetic phonics teachers read a full range of literature with the
>children
>and ensure that all children have a full range of experience of
>activities
>associated with literacy such as role play, drama, poetry, but the
>children
>are not expected to 'read' text which is beyond them.
>
>What it is NOT
>Synthetic phonics does not teach whole words as shapes (initial sight
>vocabulary) prior to learning the alphabetic code.
>Synthetic phonics does not teach letter names until the children know
>their
>letter/s-sound correspondences thoroughly and how to blend for reading
>and
>segment for spelling. Often when letter names are introduced it is
>through
>singing an alphabet song.
>Synthetic phonics DOES NOT involve guessing at words from context,
>picture
>and initial letter clues. Children read print (at letter level, word
>level,
>digraphs, word level, text level) which corresponds with the level of
>knowledge and skills taught to date. This means they rehearse what they
>have
>been specifically taught and do not need to guess (which can cause
>damaging
>habits to the extent of dyslexic symptoms and behavioural problems).
>This
>text level print is often referred to as phonically decodable text.
>Repetitive books are not necessary and children can rapidly access books
>
>described as 'real' because of the effectiveness of the synthetic
>phonics
>teaching approach.
>
>What a typical Synthetic Phonics programme consists of
>learning letter sounds (as distinct from the letter names);
>For example, /mm/ not muh, /ss/ not suh, /ff/ not fuh. The letter names
>can
>be taught later but should not be taught in the early stages.
>learning the 44 sounds and their corresponding letters/letter groups;
>The English Alphabet Code 'Key' : 44 phonemes with their common 'sound
>pattern' representations:
>Vowels (19):
>/a/ mat
>/ae/ ape, baby, rain, tray, they, eight
>/air/ square, bear
>/ar/ jar, fast
>/e/ peg, bread
>/ee/ sweet, me, beach, key, pony
>/i/ pig, wanted
>/ie/ kite, wild, light, fly
>/o/ log, want
>/oe/ bone, cold, boat, snow
>/oi/ coin, boy,
>/oo/ book, would, put
>/ow/ down, house
>/or/ fork, ball, sauce, law,
>/u/ plug, glove
>/ur/ burn, teacher, work, first
>/ue/ blue, moon, screw, tune
>/uh/ (schwa) button, computer, hidden, doctor
>/w/ wet, wheel,
>Consonants (25):
>/b/ boy, rabbit
>/ks/gz/ box exist
>/c/k/ cat /key, duck, school
>/ch/ chip, watch
>/d/ dog, ladder
>/f/ fish, coffee, photo, tough
>/g/ gate, egg, ghost
>/h/ hat, whole
>/j/ jet, giant, cage, bridge
>/l/ lip, bell, sample
>/m/ man, hammer, comb
>/n/ nut, dinner, knee, gnat
>/ng/ ring, sink
>/p/ pan, happy
>/kw/ queen
>/r/ rat, cherry, write
>/s/ sun, dress, house, city, mice
>/sh/ ship, mission, station, chef
>/t/ tap, letter, debt
>/th/ thrush
>/th/ that
>/v/ vet, sleeve
>/y/ yes
>/z/ zip, fizz, sneeze, is, cheese
>/zh/ treasure
>
>learning to read words using sound blending;
>reading stories featuring the words the students have learned to sound
>out;
>demonstration excersises to show they comprehend the stories;
>
>References
>Clackmannanshire 7 year longitudinal study: Rhona Johnson, Department of
>
>Psychology, University of Hull and Joyce Watson, School of Psychology,
>University of St Andrews.
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