Methods and Practices of Teaching [Pedagogy]

Many educators are taught to teach vowels/consonants and yet most teachers incorrectly think of Letters /b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z/ as consonants and /a, e, i, o, u/ as vowels.

Vowels/consonants are SPEECH SOUNDS, not letters, so words with one individual vowel sound (e.g. a, eye, oh/owe, ah, ow) ought to be represented only with a capital letter “veee” V, not conventionally itemizing individual letters /e/ /y/ /e/ as vcv.

Words with a vowel sound and a consonant sound (e.g. at, if, ought, up, egg, ate, ice, owed, eat, all, our, oil, irk) are correctly Vc.  Conventional pedagogy wrongly represents ought as vvccc /o/ /u/ /g/ /h/ /t/.

WordsAhead says cVc equals consonant-vowel-consonant (e.g. hat, ship, dot, cup, bell, cane, kite, cone, tube, feet, ball, hook, down, boys, girl).  Conventional pedagogy wrongly thinks about letters:

Wrongly cvvc for “book”; correctly cVc

Wrongly cvcv for “tube”; correctly cVc

Wrongly cvccc for “might”; correctly cVc

Wrongly cvvcc for “laugh”; correctly cVc

WordsAhead says ccVc includes two consonant sounds, one vowel sound, then one consonant sound (e.g. plays, smile, croak, stoop, clean, fraught, plowed, spoil, flirt).  Conventional pedagogy wrongly represents fraught as ccvvccc /f/ /r/ /a/ /u/ /g/ /h/ /t/.  It is, therefore, no mystery why learners are fraught with confusion!