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acceptable - Several words made the list because of the suffix pronounced -êbl but sometimes spelled -ible, sometimes -able. Just remember to accept any table offered to you and you will spell this word OK. accidentally - It is no accident that the test for adverbs on -ly is whether they come from an adjective on -al ("accidental" in this case). If so, the -al has to be in the spelling. No publical, then publicly. accommodate - Remember, this word is large enough to accommodate both a double "c" AND a double "m." acquire - Try to acquire the knowledge that this word and the next began with the prefix ad- but the [d] converts to [c] before [q]. acquit - See the previous discussion. a lot - Two words! Hopefully, you won't have to allot a lot of time to this problem. amateur - Amateurs need not be mature: this word ends on the French suffix -eur (the equivalent of English -er). apparent - A parent need not be apparent but "apparent" must pay the rent, so remember this word always has the rent. argument - Let's not argue about the loss of this verb's silent [e] before the suffix -ment. atheist - Lord help you remember that this word comprises the prefix a- "not" + the "god" (also in the-ology) + -ist "one who believes."
believe - You must believe that [i] usually comes before [e] except after [c] or when it is pronounced like "a" as "neighbor" and "weigh" or "e" as in "their" and "heir." Also take a look at "foreign" below. (The "i-before-e" rule has more exceptions than words it applies to.) bellwether - Often misspelled "bellweather." A wether is a gelded ram, chosen to lead the herd (thus his bell) due to the greater likelihood that he will remain at all times ahead of the ewes.
calendar - This word has an [e] between two [a]s. The last vowel is [a]. category - This word is not in a category with "catastrophe" even if it sounds like it: the middle letter is [e]. cemetery - Don't let this one bury you: it ends on -ery nary an -ary in it. You already know it starts on [c], of course. changeable - The verb "change" keeps its [e] here to indicate that the [g] is soft, not hard. (That is also why "judgement" is the correct spelling of this word, no matter what anyone says.) collectible - Another -ible word. You just have to remember. column - Silent final [e] is commonplace in English but a silent final [n] is not uncommon, especially after [m]. committed - If you are committed to correct spelling, you will remember that this word doubles its final [t] from "commit" to "committed." conscience - Don't let misspelling this word weigh on your conscience: [ch] spelled "sc" is unusual but legitimate. conscientious - Work on your spelling conscientiously and remember this word with [ch] spelled two different ways: "sc" and "ti." English spelling! conscious - Try to be conscious of the "sc" [ch] sound and all the vowels in this word's ending and io-u a note of congratulations. consensus - The census does not require a consensus, since they are not related.
daiquiri - Don't make yourself another daiquiri until you learn how to spell this funny word-the name of a Cuban village. definite (ly) - This word definitely sounds as though it ends only on -it, but it carries a silent "e" everywhere it goes. discipline - A little discipline, spelled with the [s] and the [c] will get you to the correct spelling of this one. drunkenness - You would be surprised how many sober people omit one of the [n]s in this one. dumbbell - Even smart people forget one of the [b]s in this one. (So be careful who you call one when you write.)
embarrass (ment) - This one won't embarrass you if you remember it is large enough for a double [r] AND a double [s]. equipment - This word is misspelled "equiptment" 22,932 times on the web right now. exhilarate - Remembering that [h] when you spell this word will lift your spirits and if you remember both [a]s, it will be exhilarating! exceed 0 Remember that this one is -ceed, not -cede. (To exceed all expectations, master the spellings of this word, "precede" and "supersede" below.) existence - No word like this one spelled with an [a] is in existence. This word is a menage a quatre of one [i] with three [e]s. experience - Don't experience the same problem many have with "existence" above in this word: ence!
fiery - The silent "e" on "fire" is also cowardly: it retreats inside the word rather than face the suffix y. foreign - Here is one of several words that violate the i-before-e rule. (See "believe" above.)
gauge - You must learn to gauge the positioning of the [a] and [u] in this word. Remember, they are in alphabetical order (though not the [e]). grateful - You should be grateful to know that keeping "great" out of "grateful" is great. guarantee - I guarantee you that this word is not spelled like "warranty" even though they are synonyms.
harass - This word is too small for two double letters but don't let it harass you, just keep the [r]s down to one. height - English reaches the height (not heighth!) of absurdity when it spells "height" and "width" so differently. hierarchy - The i-before-e rule works here, so what is the problem? humorous - Humor us and spell this word "humorous": the [r] is so weak, it needs an [o] on both sides to hold it up.
library . That first [r] should be pronounced. However.Why would something to remind of you of a moment be spelled "memento?" Well. . . In the context of the law. remember to double the [l]: "jeweller. sure. You can be sure of the spelling of the last syllable but not of the pronunciation.The main tenants of this word are "main" and "tenance" even though it comes from the verb "maintain. the spelling judgement (with e added) largely replaced judgment in the United Kingdom in a non-legal context." J jewelry . however. inoculate .The immediate thing to remember is that this word has a prefix.Since that [a] is seldom pronounced. "Not mediate" means direct which is why "immediately" means "directly. L leisure . ignorance ." remember that. it is seldom included in the spelling. millennium .The medieval orthography of English even lays traps for you: everything about the MIDdle Ages is MEDieval or. its/it's . you guessed it. This one is a "mini ature. if you prefer British spelling. that sounds like a [z].There is more than a kernel of truth in the claim that all the vowels in this word are [e]s.The apostrophe marks a contraction of "it is." independent . too.Another French word throwing us an orthographical curve: a spare [i]. mediaeval."not" which becomes [m] before [m] (or [b] or [p])." Something that belongs to it is "its." medieval . it is made by a jeweler but the last [e] in this case flees the scene like a jewel thief." a spelling better retained in the British spelling.Here is another big word.Sure.Yet another violator of the i-before-e rule. license . However.Man. liaison . memento .It may be as enjoyable as a berry patch but that isn't the way it is spelled.) judgment .Where does English get the license to use both its letters for the sound [s] in one word? lightning . K kernel (colonel) ." "jewellery. just in case.Using two [l]s in this word and ending it on -ence rather than -ance are marks of . This spelling change contrasts with other similar spelling changes made in American English. One [n] the eye is enough. the price you pay for borrowing from French is high. "manoeuvre. intelligence ." English orthography at its most spiteful. large enough to hold two double consonants.Traditionally. it is. the word has been spelled judgment in all forms of the English language. It ends on -ent.Learning how to omit the [e] in this word should lighten the load of English orthography a little bit. .This one sounds like a shot in the eye. That's an [s]. too.Don't show your ignorance by spelling this word -ence! immediate . So why is the military rank (colonel) pronounced identically? English spelling can be chaotic. This one goes back to French main + oeuvre "hand-work. double [l] and double [n].Please be independent but not in your spelling of this word. In the US at least. which were rejected in the UK. judgment is still preferred and judgement is considered incorrect by many American style guides. maneuver . miniature . judgment is preferred. indispensable .Knowing that this word ends on -able is indispensable to good writing. in. as the British would write." (See also pronunciation. M maintenance .
Remember that a play writer in Old English was called a "play worker" and "wright" is from an old form of "work" (wrought iron. it would be pronounced "hard. an important clue. usually one of the [l]s. Nothing confuses English spelling more than common sense. for help on this one. The second [s] was slipped through the cracks in English orthography long ago. shouldn't they be spelled similarly? Less than cool. you include that ending in the adverb. and locks it back again.According to the pronunciation (not "pronounciation"!) of this word." playwright . just the English language keeping us on our toes. publicly . as in "applicable. not -ance. The suffix is -ance for no reason at all. . one L. locked box. Well." O occasionally ." like [k]. you don't. smiles.What is more embarrassing than to misspell the name of the problem? Just remember that it is mis + spell and that will spell you the worry about spelling "misspell.Let me publicly declare the rule (again): if the adverb comes from an adjective ending on al. they should be "play-writes. (Thank you. Remember: two [i]s + two [e]s in that order. Don't you ever do it. that middle vowel could be anything. pronunciation . principal/principle ." Precede combines the Latin words "pre" and "cedere" which means to go before. such as a principal principle. so what goes before should. or "minus cule.Funny Story: The assistant Vice-President of Personnel notices that his superior. P pastime . occurrence .What follows." pronounced like [s]. it will cost you another [u]: "neighbour.All it takes is perseverance and you. Meghan Cope." wright right? Rong Wrong. upon arriving at his desk in the morning opens a small. he opened the box.) possession . succeeds. etc.The word "neighbor" invokes the silent "gh" as well as "ei" sounded as "a" rule. you would expect a double [s] here. perseverance . he came to work early one morning to be assured of privacy. Well. No reason.Nouns often differ from the verbs they are derived from. In this case. no." N neighbor . This is fraught with error potential. misspell . precede . since they write plays. Some years later when he advanced to that position (inheriting the key).Possession possesses more [s]s than a snake. there is only one.This mischievous word holds two traps: [i] before [e] and [o] before [u]. but that the suffix is -ence. minuscule . If you use British spelling.Writers occasionally tire of doubling so many consonants and omit one. This is one of those. not playwrights. you are using logic. Expectantly.Since a pastime is something you do to pass the time. Four of the five vowels in English reside here. the pronunciation is different. In it was a single piece of paper which said: "Two Ns. too." mischievous . if not.Since something minuscule is smaller than a miniature. "Succeed" but "precede. too.The spelling principle to remember here is that the school principal is a prince and a pal (despite appearances)--and the same applies to anything of foremost importance. can be a (near-)perfect speller. as here.The [e] is noticeably retained in this word to indicate the [c] is "soft.Remember not only the occurrence of double double consonants in this word.) privilege . what? No. A "principle" is a rule. personnel ." noticeable . the VP himself.Those who play right are right-players. Without the [e]. no.
and the fact that [e] is used in both syllables.Refer to the last mentioned word and also remember to add -ence to the end for the noun. you must face the problem of [y] inside this word.I will never stop harping on this until this word is spelled with an extra [l] for the last time! .Actually. "prevailed. .'Ey. Remember that.Final consonants are often doubled before suffixes (remit: remitted." "revelent." threshold . .The [a] needed in both syllables of this word has been pushed to the back of the line. The guy is a "tyrant" and his problem is "tyranny." [skul]? That has always puzzled me. e. . and you can write your sergeant without fear of misspelling his rank. you! Remember. these two words when you spell "restaurant. This is the only English word based on this stem spelled -sede.g." "buffered" and not containing a diphthong. it is "there." "referred" but "traveled. e. why do you pronounce this word [shedyul] but "school. it is retained in the spelling." "coiled.g. too." (If you use British or Canadian pronunciation. However." Why? No rhyme nor reason other than to make it look like "rhythm.This word supersedes all others in perversity.If perfecting your spelling is on your schedule.Even if you omit the [f] in your pronunciation of this word (which you shouldn't do). this rule applies only to accented syllables ending on [l] and [r]. recommend ." [l] before [v] and the suffix -ant. R receive/receipt . remitting). remember the [sk] is spelled as in "school. After that.I would recommend you think of this word as the equivalent of commending all over again: re+commend. It looks like a compound "thresh + hold" but it isn't.They're all pronounced the same but spelled differently.If you are still resisting the tyranny of English orthography at this point. referred . Two [h]s are enough. supersede ." (Don't forget to double up on the [n]s." Everywhere else. Supersede combines the Latin words "super" and "sedere" which means to sit above. egg-heads began spelling it like "rhythm.How do you separate the [e]s from the [a]s in this word? Simple: the [e]s surround the [a]s." reference ." or even "relevent. where it shouldn't be. T their/they're/there ." They are in the middle of it. S schedule . "rime" was the correct spelling until 1650." rhythm .The French doing it to us again.This one can push you over the threshold.The relevant factor here is that the word is not "revelant. restaurant .) separate .This one was borrowed from Greek (and conveniently never returned) so it is spelled the way we spell words borrowed from Greek and conveniently never returned. Maybe someday we will spell it the English way.Q questionnaire . That would be recommendable. Double up on the [n]s in this word and don't forget the silent [e]. sergeant .I hope you have received the message by now: [i] before [e] except after . Possessive is "their" and the contraction of "they are" is "they're.) U until . tyranny . relevant . rhyme . "rebelled. twelfth .
remember that the silent [e] on this one married the [u] and joined him inside the word where they are living happily ever since.It is weird having to repeat this rule so many times: [i] before [e] except after. JEROME G. the evidence is suggestive but not conclusive.If your head is not a vacuum. Anyway. Pattaya .. weird . Well. spell this word with two [u]s and not like "volume." WXYZ weather . GLIPONEO Filipino English Teacher.V vacuum .? (It isn't [w]!) Prepared by: MR. P 5 & 6 Maryvit School.Whether you like the weather or not.. you have to write the [a] after the [e] when you spell it.
aggression apparently appearance argument assassination basically beginning believe bizarre business calendar Caribbean cemetery chauffeur colleague coming committee completely conscious curiosity definitely dilemma disappear disappoint ecstasy embarrass environment existence Fahrenheit familiar finally fluorescent foreign foreseeable forty forward Spelling advice two cs.in the middle -os.not -mnone s. handy tips on getting it right.in the middle -ite. two s’s n before the m ends with -ence begins with Fahrends with -iar two ls begins with fluore before i begins with forebegins with forbegins with forCommon misspelling accomodate. and also the most common misspellings that we’ve found in our research.Common misspellings The table gives the correct spelling of the word. double t. agression apparantly appearence arguement assasination basicly begining beleive. Correct spelling accommodate. two ps one s.in the middle one m double m. two ps ends with –sy two rs.not –ate-mm. accomodation acheive accross agressive. accommodation achieve across aggressive. two bs ends with -ery ends with -eur -ea. double e ends with -ely -sc. belive bizzare buisness calender Carribean cemetary chauffer collegue comming commitee completly concious curiousity definately dilemna dissapear dissapoint ecstacy embarass enviroment existance Farenheit familar finaly florescent foriegn forseeable fourty foward . so you can check to see if any of the same mistakes have been tripping you up. two ms i before e one c two gs -ent not -ant ends with -ance no e after the u two double s’s ends with -ally double n before the -ing i before e one z. double -r begins with busi-ar not -er one r.
millenia Neandertal neccessary noticable ocassion. occurring occurrence pavilion persistent pharaoh piece politician Portuguese possession preferred.in the middle n before the m begins with guaends with -ened one r. harrassment honourary humourous idiosyncracy immediatly incidently independant interupt irresistable knowlege liase. occassion occured.in the middle ends with -ance ends with -se -par. remeber resistence sence seperate seige . liason lollypop millenium. one s two cs. referring religious remember resistance sense separate siege i before e begins with furbegins with g-mor. two rs two cs. liaison lollipop millennium.in the middle i before e freind futher jist glamourous goverment gaurd happend harrass. prefering propoganda publically realy recieve refered. refering religous rember. two rs. occurence pavillion persistant pharoah peice politican Portugese posession prefered. double n ends with -thal one c. preferring propaganda publicly really receive referred. two s’s -nor. occuring occurance. two s’s remember the middle e two cs.in the middle -mor. harassment honorary humorous idiosyncrasy immediately incidentally independent interrupt irresistible knowledge liaise. -ence not -ance one l ends with -ent ends with -aoh i before e ends with -cian ends with –guese two s’s in the middle and two at the end two rs begins with propaends with –cly two ls e before i two rs ends with -gious -mem. millennia Neanderthal necessary noticeable occasion occurred.in the middle ends with -asy ends with -ely ends with -ally ends with -ent two rs ends with -ible remember the d remember the second i: liaisi in the middle double l.friend further gist glamorous government guard happened harass.
successful supersede surprise tattoo tendency therefore threshold tomorrow tongue truly unforeseen unfortunately until weird wherever which two cs. tommorrow tounge truely unforseen unfortunatly untill wierd whereever wich . two rs begins with ton-. ends with -gue no e remember the e after the r ends with -ely one l at the end e before i one e in the middle begins with wh- succesful supercede suprise tatoo tendancy therefor threshhold tommorow. two s’s ends with -sede begins with surtwo ts. two os ends with -ency ends with -fore one h in the middle one m.
Generally. change the Y to I if it is preceded by a consonant. When a word ends with a silent final E. Examples of this rule include my. Examples of this rule include at. only one L is written. except after C. the U is not considered to be a vowel. shy. and why. In this way. hot. and only 7 out of 36 words are exceptions." cial in 11 words: facial official superficial crucial tial in 18 words: racial beneficial judicial social presidential confidential influential consequential circumstantial nuptial commercial spatial glacial artificial special residential prudential existential referential substantial martial Exceptions: credential potential essential sequential partial prenuptial provincial palatial financial initial controversial Lesson 2 Do we spell the sound of "f" with an "f" as in "font" or with a "ph" as in "geography" or with a "gh" as in "enough"? Rule: 1) As in "enough. They explain how new words are built using prefixes and suffixes. In this case. Words ending in a vowel and Y can add the suffix -ed or -ing without making any other change. written alone. When adding an ending to a word that ends with Y. The word "controversial" contradicts all the rules because it is spelled with an "s. Do we spell with "cial" as in "social" or "tial" as in "essential"? Rule: We spell with "cial" after a vowel as in "social" and with "tial" after a consonant as in "essential. is used at the end of English words. red. They help you identify specific speech patterns that can offer clues as to how a word is spelled. only one letter is needed. Examples of this rule include also and almost. and up." the "gh" that sounds like an "f" occurs in approximately eight words. The letter Y. come becomes coming and hope becomes hoping.Spelling Rules While spelling used to be taught via simple memorization." Details: The "cial" and "tial" endings occur in approximately 36 words. The letter S never follows X. it. not I. experts now believe that understanding key spelling rules is the best way to master new words. there are a number of other rules that you can use to help decode the spelling of an unfamiliar word. In this way. however. To spell a short vowel sound. Drop the E." However. it should be written without the E when adding an ending that begins with a vowel. For example: The letter Q is always followed by U. by. All. For example: They take the mystery out of spelling by demonstrating patterns among seemingly unrelated words. They show connections between unfamiliar words and words you already know. 2) The letter "f" is not . has two L's. supply becomes supplies and worry becomes worried. Rules help you learn new spelling words in several different ways. unless it says A as in neighbor and weigh. Basic Spelling Rules One of the most common spelling rules taught to elementary students is "I before E. When used as a prefix. adding a prefix to a word does not change the correct spelling.
" gh in 8 words: enough cough trough geography autobiography hyphenated euphemism Philippine sophisticated pharmacy emphasize phonology phonetic photograph ophthalmology schizophrenia refer felony fidelity fabulous fantasy famine furious tough laugh sough philosophy apostrophe nephew physician amphibian graphics pharmacist emphasis phobic phoneme triumph pamphlet paraphrase prefer feminine infant facilitate fallacy comfort furniture rough slough ph in long words. then the "f" sound is spelled with a "ph.allowed in long words. and if a word is long (two or more syllables)." spell with "cian" in approximately 18 words that describe a person's profession or hobby." as in "geography." cian in 18 words: musician physician mathematician optician patrician beautician sion in 47 words: magician politician logician pediatrician technician dietician impression repression regression congressional succession obsession electrician statistician arithmetician obstetrician theoretician cosmetician oppression progression aggression recession accession confession expression depression suppression egression procession excision ." We spell with "tion" in the rest of such words as in "action. the f is not allowed in long words: biography peripheral atmosphere Philadelphia amphitheater elephant alphabet symphony phonics metaphor paragraph diphthong Euphrates transfer finite fanatic family fantastic fugitive refuge Exceptions of the f in 21 long words: Lesson 3 Do we spell with "tion" as in "nation" or "sion" as in "expression" or "cian" as in "musician"? Rule: 1) As in "musician. The "sion" is in 27 words that end with "ss" as in expressexpression and in 10 other words that contain the word "mission" as in "admission. We spell with "sion" in approximately 47 words.
profession discussion compassion concession intermission remission permission extension comprehension mansion Exceptions: obsession concussion percussion mission transmission commission tension pretension pension expansion complexion possession passion session admission emission commissioner intension apprehension dimension suspicion ocean Lesson 4 Rule: The ending "sion" as in "vision" has a special sound." spell it with "sion." The "sion" as in "vision" occurs in approximately 38 words and a few of these words have to do with seeing "visual" through the eyes as in "television" or through the mind as in "supervision." vision revision decision collision infusion inclusion intrusion delusion corrosion evasion version subversion immersion television supervision incision confusion transfusion exclusion illusion explosion occasion abrasion aversion submersion excursion envision division precision diffusion conclusion preclusion elusion erosion invasion lesion inversion conversion [Persian] Lesson 5 Do we spell with "ege" as in "college" or with "age" as in "cabbage"? Rule: The "ege" as in "college" occurs in approximately three words and the "age" as in "cabbage" is in the rest of such words. ege in 3 words: college ege in the rest: privilege cabbage damage orphanage postage outage frontage advantage mileage bandage message usage leverage cortege baggage rummage savage hostage voltage heritage package village adage massage average forage language mortgage manage salvage shortage footage cottage wreckage cartilage sausage passage coverage ." When you hear yourself saying this special sound of "sion" as in "vision. which is different from the sound of "sion" as in "expression.
3. Furthermore. food items and anything associated with eating were considered mundane and perhaps banal items. the "ea" was given to a verb with a negative connotation. familiar (too exposed) beggar (jobless) liar (lieliar) similar (not the real one) caterpillar (a mere worm) . er and en one can see that the "a" was associated with the vulgar and banal class of words. the "ea" was given to most words associated with food: ea for banal food items: eat meal peas wheat meat veal beans yeast feast tea peach grease Examining the meanings of the many words that contain al. conveyed some type of a negative connotation: ea for negative connotations: cheap (of little value) cheat (to deceive) freak (abnormal person) leash (a restraining chain) treason (betrayal) sleazy (cheap) repeat (nothing new) sneak (not being frank) squeak (unpleasant sound) seal (mere animal) appeal (to petition) squeal (to tell on friends) dream (not actual) wean (give up milk) deceased." Apparently. Verbs are always more important than nouns. The people who developed written English did not like the letter "a" and the "e" is better than the "a" in English." Analyzing the meaning of the following words that contain "ea" as opposed to "ee. ar and an as opposed to el. English uses "ee" in nouns as in "week" and "ea" in adjectives as in "weak. but not to the noun "steel. to them. dead (not alive) beat (to hit) beast (brutal) rear (not the front) fear (to be afraid) weak (not strong) weasel (deceitful) defeat (to be beaten) smear (to stain) impeach (discredit) appear (not sure) reveal (to expose) conceal (to hide) scream (cry loudly) lean (sign of weakness) disease (sickness) leak (a leak of liquid) ear (mere body part) See how "steal. Thus. when two words sound the same. 2. cartridge Lesson 6 The "e" better than the "a" Theory Theory: 1. Analyze the meanings of some such examples: a for banal: vulgar (banal) burglar (thief) singular (alone. English uses "ee" in verbs as in "see" and "ea" in nouns as in "sea"." one discovers that those who developed written English did not like the "a" and used "ea" in words that." even though a verb. not many) popular. and nouns are more important than adjectives: 1) Verbs 2) Nouns 3) Adjectives. Therefore. acknowledge.hemorrhage courageous courage carriages discourage marriage Note: These three words have a silent d: knowledge.
. read them aloud slowly. independent secretary (not the boss) separate (by itself) lizard (mere lizard) scandal (public disgrace) trivial (of little importance) sufferance (pain) assistance (needing aid) servant (low ranking job) dependant (child in need) Practice: To memorize the spelling of all the words in the above lessons.summary (not the whole thing) standard (basic) drunkard (mere drunkard) banal (vulgar) burial (related to death) decimal (very small amount) resistance (opposing force) assistant (not superintendent) dependant (needy) Not an "a" in dependent.
x as in maximum. ey as in money. yet importantly. 5." 3. They are led to believe that one must accept dyslexia and manage his life around it. they do not always remember which of the numerous spelling patterns to choose when spelling these sounds in words. but I believe it is acquired. 1. etc. he said there was no known solution for dyslexia and thus his specialty was not in finding answers. Can read but cannot spell: Most people can read the numerous spelling patterns of the various English sounds. For example. In fact. Examine the following two examples of a single sound being spelled in many different ways. the most creative ones. ch as in chemistry. however. ee as in meet. they may write osion or otion or ocian or ocion or oceon or oseon or osheon or oshin or ochin. dyslexia is said to be a condition in which a person can have difficulties learning to read or spell. People are led to believe that dyslexia cannot be prevented. as in tax=taks. Is dyslexia innate or is it acquired? The commonly held belief is that dyslexia is innate. and i-e as in elite. Some dictionaries define dyslexia as a learning disability or a learning disorder." as "My nice is niece. very little is known about it." Some may also see or spell words in a crisscross manner.Uncovering the Mystery of Dyslexia by Camilia Sadik Reason: The reason we can't spell turns out to be that a single English sound can be spelled in many different ways. For example. The single "k" sound is spelled in these five ways: The letter k as in keep. The letter "k" is not allowed in long words like in "factory. The hard "ch" as in "chemistry" occurs in approximately 71 useful words. and q as in queen. as in quit=kwit. . The single sound of long "e" is spelled in these 10 spelling patterns we call phonics: The e as in me. ei as in receive. I will prove that dyslexics are the better thinkers." How much is known about dyslexia? In spite of the enormous amount of money being spent on dyslexia. The "qu" is to spell a "kw" sound. ie as in believe. ea as in meat. people are led to believe that dyslexics have learning disabilities. most people may be able to read the word "ocean" but when they try to spell it. Those who are labeled with dyslexia may sometimes see or spell letters in a crisscross manner. i as in ski. The "x" is to spell a "ks" sound. This is only one example out of hundreds. I believe they do not have learning disabilities. Imagine: There are thousands of words that contain the sound "k" but are not spelled with the letter "k. they may see "My niece is nice. I believe dyslexia can be ended among those who already have acquired it. I believe it can easily be prevented. they may write a word like "shipment" as "shipmetn" and "for" as "fro. What is dyslexia? A Traditional Definition: Traditionally. When I approached someone who did a PhD on dyslexia. The "k" is a minor letter that occurs in approximately 50 short words. y as in happy. but in conducting tests in schools to diagnose children who had dyslexia. 2. how are logical learners expected to remember to spell the "k" sound in thousands of words? The "k" sound being spelled in five ways is only one of the reasons we can't spell. 4. 2. and the finest type of learners. c as in cloud. For instance. Imagine having to spell the rest of the English sounds in many different ways in a countless number of words! These are brief logical answers to the abovementioned problem about the "k" sound: 1. Finally. e-e as in complete." Without any previous logical explanations or rules. I will address each of the latter points separately.
and not learning to read or spell. "Mi kat iz qut. When analytic learners do not have anyone offering them the logical reason that they need. I will explain how they acquire it in the following paragraphs. analytic children cannot form all the linguistic questions they need to ask. he acquires dyslexia. Their brains reject such unstable spelling patterns of the same sound in so many words." How is dyslexia acquired? Is there anything wrong with asking an analytic child who has just learned his ABCs to read a sentence like "My cat is cute"? All the teachers I asked said no there was no problem with this sentence and that they would continue to ask young children to read more such simple sentences in children's books. I agreed with the teachers that memorizers would learn to read and spell "My cat is cute." However. and then they decide to keep their mouths shut and put the blame upon themselves. and this is so if their native languages happen to have one spelling pattern for each sound. Most had not heard before of a child going to school. Dyslexia in English: Know that speakers of other languages do not acquire dyslexia in their native languages. an analytic learner expects to see "My cat is cute. Eventually. he is the most coherent and commonsensical thinker who cannot simply accept what he has just seen and heard. It is this WHY that makes a huge difference between the two types of learners." to an analytic and logical learner who had just learned his ABCs is like committing a linguistic crime. he simply questions WHY it is that English words are not written in a consistent way. "My cat is cute. most new immigrants who are completely literate in their native tongues come to the U. When an analytic learner. passing from one grade to another. and some of them will not read at all. He needs to be taught phonics before being forced to read sentences and stories. . An analytic learner expects to see "My cat is cute. Meanwhile." to be "Mi kat iz qut. They may wish to ask their teachers why the "q" sound is spelled with a "cu" in "cute" and why the "i" sound is spelled with a "y" in "my" but they cannot form such complex questions. For instance. In fact. Eventually. who only knows the ABCs. their logical minds cannot memorize without regularity. Because they are so young. Memorizers. teaching. they become too overwhelmed with the number of questions they wish to ask.Analytic learners can acquire dyslexia: Usually. and then acquire dyslexia in English. they end up becoming poor spellers." Without informing beforehand. and then he ends up spelling them in the same crisscross manner that he reads them. however. It is not a matter of choice for them. the number of whys overwhelms them at such a young age. Moreover. logical and analytic learners cannot memorize the spelling of words without logical explanations as to why a single English sound should be spelled oneway and not the other. Because of hurrying.S. is asked to read stories before learning phonics. analytic learners acquire dyslexia. a person labeled with dyslexia is forced into speed-reading before learning to read. can remember the spelling of words without having to have logical reasons. It is because of this why that analytic learners fall behind in class while memorizers are reading at a faster pace. and. In fact." and there is nothing wrong with the way an analytic learner thinks. Camilia Sadik's definition of dyslexia: Dyslexia is a name given to an acquired condition wherein analytic learners can have various levels of difficulties when reading or spelling words. dyslexia is acquired but only among analytic learners (learners that need logical explanations first). he needs to be informed beforehand that the "y" can sound like an "i" at the end of short words. before asking him to read a word like "my. Usually. he sees letters and words in a crisscross manner. they send their children to schools assuming that their children will learn to read and spell in the same way that they learned when they were back in their homelands." to be written as.
words are written. Eventually. It is an outrage to watch our nation's finest type of thinkers being forced to live with illiteracy and falling behind in schools. Since when was analytic thinking a defect? In time. they fall behind not only in reading and spelling but also in all other subjects that require reading and spelling. If they did not learn to read or spell by the end of third grade. According to them." Some say that words jump at them. They hurry so much that their visions travel rapidly from left-to-right and vice-versa so that they end up seeing letters and sometimes words in a crisscross manner. to their teachers. hence. they continue to try harder to read as they are told. they speed-read without seeing the way words are spelled and they may not differentiate single words like "three. Speed in reading or in anything is a result of a process that one can only achieve naturally. tree. in the same crisscross manner in which they read. there. memorizing without reasons is impossible. they focus highly on the main idea but not on the way.As a result. their peers. and from society at large. music. Agatha Christie. themselves. Their condition remains a mystery to them. Even when asked to look at words and copy them. Typically. This entire episode happens so fast. This explains why so many of the so-called "dyslexics" are very creative in performing arts that do not require as much reading or spelling. Analytic learners can only focus on one thing at a time. dyslexics will naturally suffer in schools from low . the testing specialists come to schools to diagnose them as dyslexics. Thomas Edison. Shortly after that. In the midst of all this pressure. Robin Williams. they continue to fall behind in class and no one realizes why they are falling behind. etc. the commotion created around them and the worried parents lead these poor kids to believe they have some type of an innate learning problem. Others may not learn to read at all. they write in a hurry. This explains seeing various types of creativity among dyslexics. and some divisions of science. Living an entire life with dyslexia: Some dyslexics may “get by” with reading but will have difficulties spelling the words that they read. and that only worsens the situation. They hurry more when their teachers ask them to find the main idea in the story they are reading. it is like a quick nightmare that one forgets its details after waking up. they hurry and may copy words in a crisscross manner. speed cannot be achieved through force. They are in a desperate need to read slowly in order to see the way words are written. Nevertheless. They feel the pressure of having to read faster coming from their teachers. Danny Glover. Their minds will never open up to the way words are written without logical explanations. Consequently. analytic learners become aware of the need to hurry to read faster to keep up with their classmates who are memorizers. dyslexics focus highly on one thing and they become extremely creative at it. Tom Cruise. but not among good spellers. they develop the ability to speed-read before learning to read. to their parents. They are told to try harder and their teachers and other literacy advocates advise them to read interesting stories to improve their abilities to read. Yet. Additional examples of such analytic persons are James Joyce. Albert Einstein could not spell and he is a fine example of such highly focused and creative persons. Constantly. Except in arts. chances are they are not going to learn from traditional learning methods at all. and even to the specialist who may have a PhD in dyslexia. and Whoopi Goldberg. dyslexics think they have to hurry and then they become obsessed with hurrying. No one else around them knows what they have been through. Before they know it. They ask them to read more stories when these poor kids cannot yet read or spell words or certain sounds in words. their parents. When they write. lose track of what is taking place. And this is the story of how dyslexia is acquired. even they. they are forced into speed-reading.
no analytic student should be asked to read any new combination of letters (phonic). Sadik. Isn't time to try to make up for some of the damage done in the past? Should we keep the name "dyslexia. children were told they were too lazy to study. If the principle of Informing Before Introducing were practiced in schools. Yes. Anticipate seeing a separate book written by Camilia Sadik about the life stories of those who used to have dyslexia or ADD. For instance. it will be easily prevented. To avoid acquiring dyslexia. if dyslexia is prevented early enough. Before the labeling of "learning disability" was accepted in schools. If teachers decide to use Read Instantly. etc. pediatrician. Since the "cian" is in 18 English words. For example. Lee learned to read in six days. Right after learning the ABCs." Furthermore.J. He was labeled with dyslexia. The saddest part is that too many dyslexics tend to think society is right and that they are to blame because they did not do it right when they were little kids." Cases of ADD caused by dyslexia can be ended in a few weeks: Reading is the foundation for all learning. When dyslexia is understood and when educators know how to avoid it. In 1998. Teach all of phonics. . Repeatedly. tell them and show them that the sound of "tion" at the end of words is spelled in three major ways as in emotion. show them a comprehensive list of all the 18 words that contain "cian. our children would have no reason to acquire dyslexia. ADD. all phonics are placed in a queue and then introduced logically one-at-a-time and then presented in 20 or more words. I met Lee who was a child in sixth grade. Tell and show. his parents were told he was an impossible-to-learn case. she accepted the promotion. Each lesson is carefully planned and no lesson is placed there arbitrarily. etc. I ran into him and his father and he said." and "dyslexia" to "analytic strictness. he also recovered from ADD after studying in my spelling class for 10 days. It is best to begin by placing all phonics in a queue to await their turns to be introduced logically and one-at-a-time.performances and low grades in the subjects that require reading and spelling words in English. tell learners how many words there are that contain that specific phonic. asphyxia. the words presented must not contain any new phonic that has not yet been introduced." B. Society owes them a huge apology. learning disabilities. After attending the spelling course.? I suggest changing the naming of "dyslexics" to "analytics. etc." If possible. a dyslexic child forced to sit in classrooms year-after-year without learning is going to be bored to the point of developing ADD. students are informed that the letter "f" is not allowed in long words and thus we have to use a "ph" in a long word like "geography. A woman came to my spelling class and said she had not accepted a promotion where she worked for 22 years. Millions suffer from low self-esteem and many books can be written about dyslexics' heartbreaking life stories. Lee's lifestyle changed after reading and ADD had no more presence in his new way of life. hysteria." Using Camilia's Program. Months later. each new spelling pattern of a sound is placed in a queue awaiting its turn to be logically introduced and in a sequence of lessons. also. not in six years. they need not change the order in which the lessons are presented. B. Lee had been sitting in classrooms for six years not being able to read any words. unless first being warned about it and shown enough examples of it. they need not be asked to read any words like "geography" unless they are first warned that the "ph" sounds like an "f. They often express their sorrow from the way society looks down at them or blames them. no analytic student should be asked to read "cian" as in "musician" unless first being warned about the "cian" and then shown enough examples of it in words like electrician. could read but he could not spell. because she was too afraid they would discover her spelling problem." which rhymes with medical conditions like anorexia.J. don't only tell. only if the principle of Informing Before Introducing is applied in schools right after teaching the ABCs and right before asking students to read sentences and stories. in this book. teachers must inform learners of any new spelling pattern of a sound before asking them to read words that contain such a pattern. In Read Instantly. Obviously. In August 1998. mathematician.'s overflowing energy was reversed into positive energy. show them all the words by listing them on a page or a few pages. "My grades are all straight A's now Ms. so are most cases of ADD. not bits and pieces of phonics. Camilia's Program for preventing dyslexia: Dyslexia can easily be prevented among analytic thinkers. the cases of ADD caused by dyslexia can end in a few weeks while ending dyslexia.
" but not in "tub" and not in "virus. 3." like the "sh" in "social. accurate." but in "cu" as in cute." but like the "k" in "cut." They also need to be informed that every "qu" is followed by a vowel and that the "qu" sounds like "kw" as in "quit. or cian as in musician." Students must be informed ahead of time that every "q" is followed by a "u. Likewise. stories." The "y" is a consonant in "yes" but a vowel at the end of words: by." The "q" always sounds like the letter "k. should we be asking logical learners to read and write words in sentences. the sound of "shil" at the end of words is found in cial as in social." The "s" sounds like the letter Z as in "rose" and as in "was. cure." not like the name of the letter "q" and every "q" is followed by a "u. or sial as in controversial. accumulate. and there is a rule for that." The "h" sound in "hot" is different from the "h" sound in the "th" as in "mouth. If such endings are introduced too soon and without presenting any logical rules that govern phonics. Millions are Confused! The following examples are to show how confusing it can be to ask a new analytic and logical learner to read words that contain letters that do not sound like their letter names: The "a" sounds like the name of the letter A in "rain. "cian" as in "physician" in 18 words that refer to careers or hobbies. "sion" as in "expression" is in 47 words. For instance. or sion as in expression. etc.expression. the sound of "shin" at the end of words is spelled in tion as in action. analytic learners will spend the rest of their lives trying to figure out how to spell these words. Only after all phonics are introduced and learned in a number of words. or cean as in ocean. boy The "c" sounds like the name of "c" in "cell." but not in "hid" and not in "skirt. day. Unless informed beforehand." The "u" sounds like the name of the letter U in "tube. or tial as in substantial. 2. and musician. happy. cucumber. Tell and show by listing the words that have: 1." and like the name of the letter "q" in "cute. teachers need to begin by teaching letters." The "e" sounds like the name of the letter E in "meat." The "i" sounds like the name of the letter I in "hide. Therefore." but not in "met" and not in "trailer. they can cause a young learner to think something is wrong with his ability to learn. . or any other written text." The "o" sounds like the name of the letter O in "hope. and if possible show all the words that contain that specific phonic." but not in "hop" and not in "choir." but not in "hug." but not in "ran" and not in "auto." The sound of the actual letters "q" is not found in "q." The "g" sounds like the name of the letter G in "huge. "tion" as in "motion" is in the rest of such words. secure. then phonics.
Some dyslexics may write letters and words in a crisscross manner. joy. stay ● The special sound of "oy": boy. history ● The final "ey" becomes a long "e": key. in the process. Traditional teaching continues to pressure learners with dyslexia into speed-reading and into reading stories that are more interesting. fly. others cannot read at all. others may say letters in a crisscross manner like "asked" as "aksed. are listed and then used in a story. hoping that. it does not make sense to tell analytic learners that the name of this letter is "s" as in "nose" before informing them that the "s" can sound like a "z" when between two vowels. gym. The severity of seeing words and letters in a crisscross manner varies from one learner to another." A sample lesson taken from Read Instantly to prevent dyslexia: For teachers: Inform Before Introducing these phonics made by the letter "y": ● The "y" is a consonant in the beginning of words or syllables: yes ● The final "y" in short words becomes a long "i": by.There are 26 English letters and 13 of these letters change and make sounds that are different from their letter names. Conclusion: Dyslexia is acquired but only among analytic learners. and what causes it is being compelled to speed-read before learning to read." Some dyslexics can read but cannot spell. monkey. toy. Reading too fast. they will learn to read or spell. valley ● The final "ay" becomes a long "a": play. Every spelling pattern of any English sound has a logical rule and all the useful words that follow a specific rule. my. Otherwise. . day. it will be eradicated within a very short time. When the community of educators understands dyslexia. too soon causes analytic learners to see letters in a crisscross manner and eventually that causes them to write letters in that same crisscross manner. why ● The final "y" in long words becomes a long "e": happy. gymnasium To students: Read aloud slowly to memorize the spelling of these words: my why by sly shy funny key day boy happy donkey play toy happily monkey way employ carry valley tray joy hurry alley say enjoy ■ The same above lesson is expanded in Learn to Spell 500 Words a Day. they may expect to see "nose" written as "noz. enjoy ● The stressed final "y" is a long "i" again: bypass ● The middle "y" can sound like short "i": Lynn.
gym. When the community of educators understands dyslexia. enjoy ● The stressed final "y" is a long "i" again: bypass ● The middle "y" can sound like short "i": Lynn. it will be eradicated within a very short time. Every spelling pattern of any English sound has a logical rule and all the useful words that follow a specific rule. valley ● The final "ay" becomes a long "a": play. hoping that. why ● The final "y" in long words becomes a long "e": happy." Some dyslexics can read but cannot spell. stay ● The special sound of "oy": boy. toy. Reading too fast. gymnasium To students: Read aloud slowly to memorize the spelling of these words: my why by sly shy funny key day boy happy donkey play toy happily monkey way employ carry valley tray joy hurry alley say enjoy ■ The same above lesson is expanded in Learn to Spell 500 Words a Day. history ● The final "ey" becomes a long "e": key. too soon causes analytic learners to see letters in a crisscross manner and eventually that causes them to write letters in that same crisscross manner. Conclusion: Dyslexia is acquired but only among analytic learners. others cannot read at all. in the process. and what causes it is being compelled to speed-read before learning to read. The severity of seeing words and letters in a crisscross manner varies from one learner to another. Traditional teaching continues to pressure learners with dyslexia into speed-reading and into reading stories that are more interesting. others may say letters in a crisscross manner like "asked" as "aksed.● The final "y" in short words becomes a long "i": by. day. . fly. monkey. are listed and then used in a story. joy. my. Some dyslexics may write letters and words in a crisscross manner. they will learn to read or spell.
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