Good morning everyone!

I am Nasriya Mustapha and at this point I will be discussing how to

correct kowledge on sound-symbol correspondence particularly vowel rules or principles and
absent generalization.
Knowledge on Sound-Symbol Correspondence: (a.k.a. graphophonic knowledge) the readers’
ability to use phonics, phonemic, and structural analysis knowledge.
We often hear beginning teachers make such statements as, “I have a student in my class who is
a good oral reader, but can’t seem to understand what he reads”. Still others will say, “One of
my students can really understand what she reads, but she just can’t really seem to say all of
those words. (Ekwall & Shanker, 1989)

The statements are examples that show that students failed to learn sound-symbol
correspondence. So, it very important to teach it.

Here are the important rules in correcting knowledge on sound-symbol correspondence

Here we have Vowel Rules or Principles and Accent Generalizations

1. In words containing a single vowel letter at the end of the word, the vowel letter usually has
the long vowel sound. (Note that this rule refers to words and not just syllables.) There is a
similar rule for single word letters at the end of syllables.
Let's take a look with some Examples: everybody please read
me, bra
As you can see, the single vowel letter is located at the end of each word. So we make the sound
of the last vowel letter much longer
Say it again please! We don't say me bra right?
Who can give another examples?

2. In syllables containing a single vowel letter at the end of the syllable, the vowel letter may
have either the long or short vowel sound. Try the long sound first. (Note that this has the same
effect as rule 1.)
Examples: soda, cargo

In the first example, we pronounce it with short vowel sound while the we pronounce the O
sound in the word with more emphasis, and it is longer right?

3. A single vowel in a syllable usually has the short vowel sound if it is not the last letter or is not
followed by r, w, or l. When explaining this to students it is often helpful to indicate that a single
vowel in a closed syllable is usually short. Students should be taught that a closed syllable is one
in which there is a consonant on the right-hand side. They will also need to know, as indicated
above, the r, w, and l control rules.

Examples: bit, mug

In our first example, as you can notice, the letter i is not at the end of the word, and the letter
that is followed by letter i is neither r, w, or nor l so it is pronounced as bit with short vowel
sound. In our next example, the vowel sound is also short due to the same reason.

4. Vowels followed by r usually have a sound that is neither long nor short.
Meaning to say, the rule refers to the normal speed of pronouncing the letter sound, not long,
and nit short.

Examples: car, turn

We don't say caaaaaaar, but rather we say car. and in the second example we dont say turrrrrnn
but rather turn.

5. A y at the beginning of a word has the “y” consonant sound; y at the end of a single-syllable
word, when preceded by a consonant, usually has the long I sound; and y at the end of a
multisyllable word, when preceded by a consonant, usually has the long e sound. (Some people
hear it as short i.)
Let's take a look with these examples,
Examples: yes, cry, gravy

The first word is yes. as you can see, the letter y is located at the beginning of the word and
according to the fifth principle, when y is the initial letter, it is pronounced as it is, so yes. In the
second example, the y is located at the end of the word and is preceded by a consonant just like
in our example, according to the principle it is pronounced as long i, cryyyy. And in the last
example, the y is at the end of the word but it is preceded by a multisyllable word,thus it has a
long e sound, for example gravyyy.

6. In words ending with vowel-consonant-silent e the e is silent and the first vowel may be
either long or short. Try the long sound first. The student should be flexible; i.e. try the short
vowel sound if the long one form a word in his or her speaking-listening vocabulary. It has been
demonstrated that students who are taught to be flexible in attacking words when applying
rules such as this become more adept at using wordattack skills than those who are not taught
this flexibility.
Examples: cake, one

In this examples, as you can see

7. When aj, ay, ea, ee, and oa are found together, the first vowel is usually long and the second
is usually silent.
Examples: majesty, layer, meeting

for the first example, it has the letters aj and the second one has ay and the thurd one has ee.
So again the first vowel sound is usually long and the second is usually silent.So for the first
example, majesty, the letter a which is the first vowel sound should be pronounced longer than
tge second vowel sound e.
8. The vowel pair ow may have either the sound heard in cow or the sound heard in crow.

the sound produced by ow is the sound produced in words crow and cow.

One example of ow such in cow is the word, crown. And such sound in crow is the word
bowling.

9. When au, aw, ou, oi, and oy are found together, they usually blend to form a diphthong.

Examples: August, draw, about, oil

for the first word we have au, the second word is aw, the third is ou, and fourth is oi.

These two sounds blend together have you noticed that?

10. The oo sound is either long as in moon or short as in book.

11. If a is the only vowel in a syllable and is followed by l or w, then the a is usually neither long
nor short.
Examples: star, bath