Make “learning to read” better

Recognize the importance of providing focus and context with object-naming.  From the earliest months, name relevant tangibles objects like “thumb,” “mom” and “book” – and – actions like “eat,” “go” and “play.”  Intangibles like “thoughts,” “choices” and “loving relationships” can also be named; we will learn whatever we’re taught.

Know precise components of spoken and written language so that, when the time is right, proper instruction can be directly and correctly provided.

• *New* names V01-C39 for English speech sound-units
• Conventional names “ayeee,” “beee,” “seee,” etc. for Letters /Aa/ through /Zz/

Never allow commingling between sound-units and letters when you talk about them.  Letters never make sounds; letters always represent sounds.  Logically, there never was an “A-Sound” or “Long-A” or “Short-A” as common phonics jargon would have it.

Learn to say:

• [C39] is spelled Letter /y/
• [V05] is spelled Letter /e/
• [C28] is spelled Letter /s/

Pronounce and spell-out C39/y/ V05/e/ C28/s/ = YES

Always use relevant vocabulary!