This document contains information about a publication from AVKO Educational Research Foundation titled "The Patterns of English Spelling with their Word Families Put in Sentence Context". It includes two indexes listing English words with certain spelling patterns. The document also discusses observations about students' ability to spell words with different patterns correctly and argues that spelling is not adequately taught in most curriculums. It encourages setting up adult tutoring courses to help those with reading/spelling difficulties.
K to 12 LAPG ENGLISH 3 Language ReviewerLiGhT ArOhL
The document provides information about adjectives in English, including their definition and examples. It lists 30 sentences with blank spaces where an adjective is missing. Readers are asked to identify the missing adjective by selecting the correct letter option. It also provides examples of using adjectives in a comparative or superlative form, asking readers to complete sentences by choosing the right comparative or superlative adjective. The document aims to help readers learn and practice identifying adjectives in sentences and using adjectives in different degrees of comparison.
The document provides a list of English word families that follow the "-ic" suffix pattern, along with their definitions and example words. It includes suffixes like "-aic", "-bic", "-dic", and others, and defines words like "archaic", "cubic", "medic", "periodic", and more. The list is intended to help readers learn and understand words that share the common "-ic" morpheme but may have different pronunciations and meanings.
Linda is getting along well in her studies. Her teachers love her because she has a nice personality. The speaker is taking a spelling test and asking what day of the week it is currently and tomorrow. The exercises are meant to help students learn to translate their spoken dialect into correct written English.
This document is the table of contents for the AVKO Student Response Book for Sequential Spelling by Don McCabe. It lists multiple pages of spelling words grouped by day (1st day, 31st day, 61st day, etc.) with 25 words listed on each page for students to practice spelling sequentially. The book is copyrighted by AVKO Educational Research Foundation.
This document contains a multi-day spelling lesson that focuses on homophones. It lists spelling words for each day that explore different phonetic patterns, such as words ending in "-in", "-ee", and "-y". Each list is accompanied by notes explaining the phonetic relationships between the words. Examples of homophones involving "in/inn", "we/wee/oui", and "be/bee/Bea" are provided, along with references to pages in a textbook that contain more information on the spelling patterns.
This document contains a pre-test, evaluation tests, and a final evaluation test for a sequential spelling lesson. The tests consist of fill-in-the-blank sentences with missing letters for students to complete. There are 4 evaluation tests given after 40, 80, 120, and 160 days of lessons respectively to check student progress. The final evaluation test contains 25 sentences to assess learning from the full sequential spelling lesson.
This document provides a list of word families organized by sound patterns. It includes over 500 word families grouped according to common rimes or sound patterns at the end of words. For each word family, example words are given along with sentences using the words to demonstrate them in context. The purpose is to help readers and learners identify related words and practice using them in meaningful examples.
This document provides a list of over 5,500 basic spelling words arranged by order of difficulty from easiest to most difficult, ranging from 1.00 to 21.00 on a difficulty scale. It also includes the difficulty level for each word. The purpose is to help teachers and tutors determine if a word is at an appropriate difficulty level for the grade they are teaching. It provides approximate percentages of students by grade level who could correctly spell words within certain difficulty ranges in 1953 to aid in this determination.
K to 12 LAPG ENGLISH 3 Language ReviewerLiGhT ArOhL
The document provides information about adjectives in English, including their definition and examples. It lists 30 sentences with blank spaces where an adjective is missing. Readers are asked to identify the missing adjective by selecting the correct letter option. It also provides examples of using adjectives in a comparative or superlative form, asking readers to complete sentences by choosing the right comparative or superlative adjective. The document aims to help readers learn and practice identifying adjectives in sentences and using adjectives in different degrees of comparison.
The document provides a list of English word families that follow the "-ic" suffix pattern, along with their definitions and example words. It includes suffixes like "-aic", "-bic", "-dic", and others, and defines words like "archaic", "cubic", "medic", "periodic", and more. The list is intended to help readers learn and understand words that share the common "-ic" morpheme but may have different pronunciations and meanings.
Linda is getting along well in her studies. Her teachers love her because she has a nice personality. The speaker is taking a spelling test and asking what day of the week it is currently and tomorrow. The exercises are meant to help students learn to translate their spoken dialect into correct written English.
This document is the table of contents for the AVKO Student Response Book for Sequential Spelling by Don McCabe. It lists multiple pages of spelling words grouped by day (1st day, 31st day, 61st day, etc.) with 25 words listed on each page for students to practice spelling sequentially. The book is copyrighted by AVKO Educational Research Foundation.
This document contains a multi-day spelling lesson that focuses on homophones. It lists spelling words for each day that explore different phonetic patterns, such as words ending in "-in", "-ee", and "-y". Each list is accompanied by notes explaining the phonetic relationships between the words. Examples of homophones involving "in/inn", "we/wee/oui", and "be/bee/Bea" are provided, along with references to pages in a textbook that contain more information on the spelling patterns.
This document contains a pre-test, evaluation tests, and a final evaluation test for a sequential spelling lesson. The tests consist of fill-in-the-blank sentences with missing letters for students to complete. There are 4 evaluation tests given after 40, 80, 120, and 160 days of lessons respectively to check student progress. The final evaluation test contains 25 sentences to assess learning from the full sequential spelling lesson.
This document provides a list of word families organized by sound patterns. It includes over 500 word families grouped according to common rimes or sound patterns at the end of words. For each word family, example words are given along with sentences using the words to demonstrate them in context. The purpose is to help readers and learners identify related words and practice using them in meaningful examples.
This document provides a list of over 5,500 basic spelling words arranged by order of difficulty from easiest to most difficult, ranging from 1.00 to 21.00 on a difficulty scale. It also includes the difficulty level for each word. The purpose is to help teachers and tutors determine if a word is at an appropriate difficulty level for the grade they are teaching. It provides approximate percentages of students by grade level who could correctly spell words within certain difficulty ranges in 1953 to aid in this determination.
This document provides a listing of prefixes, their meanings, and examples of words that use each prefix. It includes prefixes from circ- to com- and provides 3 example sentences using words from each prefix section to demonstrate their meanings in context. The document is copyrighted by AVKO Educational Research Foundation.
This document provides an overview of Volume 10 of a series on English spelling patterns. Volume 10 focuses on prefixes, roots, and suffixes. It includes indexes of prefixes and suffixes covered across Volumes 1-10. It also contains tables of contents for Volume 10 that list examples of word families organized by their prefixes, suffixes, and roots. The document notes that third graders struggle to spell words ending in -cial and -tial, even though experts say phonics only needs to be taught in the first two grades. It suggests the spelling curriculum or instruction is inadequate as traditional spelling texts include few such words.
This document provides a list of advanced phonetic spelling patterns in English, including families where "K" is spelled with "qu" or "ch". It includes over 50 examples words from these families, such as "queue", "chaos", and "chef". The document is copyrighted and published by AVKO Educational Research Foundation in 2009 as volume 9 of their series. It analyzes difficultly levels and common spelling demons or homophones for the featured patterns.
This document provides an overview of complex spelling patterns in English, including sounds that can be spelled in multiple ways depending on the word's origin. It examines spelling conventions for sounds like "k", "sh", vowels sounds and others. It also notes that while experts say phonics need only be taught in early grades, students struggle with advanced spelling patterns like "-cial" and "-tial", suggesting current spelling instruction is inadequate.
This document contains information about suffixes and their related word families presented in the book "The Patterns of English Spelling with their Word Families Put in Sentence Context Volume 8". Specifically, it includes:
1) An index of suffixes covered in Volume 8 such as -cious, -tial, -ssion, and -tion along with example words for each.
2) Observations about the lack of spelling instruction for words ending in -ic, -ical, and -ically in traditional curricula despite their frequency.
3) Information about AVKO Educational Research Foundation and their interest in helping adults tutor family members with reading/writing difficulties through community education programs.
This document is a copyrighted excerpt from "The Patterns of English Spelling: With their Word Families Put in Sentence Context Volume 7" by AVKO Educational Research Foundation. It focuses on word families ending in "-ry" like "carry", "marry", and "berry" and provides example sentences for each word. It also notes spelling demons, related families, and homophones. The excerpt is intended to help readers learn and practice spelling and using these types of words in context.
The document is an index for Volume 6 of a book on English spelling patterns. It focuses on word suffixes ending in "-cle", "-ur", and other endings. The index provides lists of words organized by their spelling patterns and ending sounds. It includes words like "miracle", "barnacle", "oracle", "muscle", "cycle", and others along with difficulty levels for spelling.
This document provides indexes and lists of spelling patterns and word families related to common suffixes such as "-le", "-er", and "-or". It includes the following sections:
1. Indexes of word families for double consonant plus "-le" suffix, blends/digraphs plus "-le", and r-controlled families plus "-le".
2. Similar indexes for word families ending in "-er" and "-ur" suffixes.
3. A short observation notes that traditional spelling curricula do not adequately cover high-frequency CVCC+le and CVDC+ling words, suggesting a problem with how spelling is taught.
This document provides a summary of Volume 5 of the book "The Basic Patterns of English Spelling". It focuses on words containing the "-r" and "w-" sounds, such as "car", "card", "wan", "wand", "war", "ward". Examples of these words and their families are listed on pages 503A-503B with difficulty levels. It also includes miscellaneous relatives not part of the "-r" and "w-" word families.
This document provides a table of contents and index for Volume 5 of the book "The Basic Patterns of English Spelling". Volume 5 focuses on words with "-r" and "-w" controlled vowel sounds, such as words containing "ar", "or", "ir", etc. The table of contents lists examples of words covered on each page and arranges them alphabetically by their vowel letter and ending consonant. It also provides percentages indicating what percentage of third grade students can spell certain words correctly.
This document provides the table of contents for Volume 4 of a series on English spelling patterns. Volume 4 focuses on long vowel families with the CVVC pattern, such as "wait" and "suit". The table of contents lists each spelling pattern family by ending consonant sound and vowel digraph. It also provides an almost alphabetical index of single syllable CVVC and CCVVC word families.
This document provides word families and example sentences for long vowel patterns, including the AY, OY, and JOY families. It includes the spelling, pronunciation, part of speech, and definitions for words in those families, such as weigh, neigh, boy, toy, enjoy, ploy, employ, and convoy. It also notes exceptions, related families, and provides difficulty levels for each word. The full document is a volume within a series that systematically covers English spelling patterns.
This document provides information about word families containing the "atch" sound pattern. It includes a table of contents for the full book and then focuses on specific "atch" word families such as match, patch, hatch, snatch, catch, scratch, latch and detach. Example sentences are provided for each word to demonstrate their meanings and usage in context.
This document provides a table of contents and description for a book titled "The Basic Patterns of English Spelling" by Don McCabe. The summary includes:
1) The book is divided into 10 volumes that cover different spelling patterns in English, including short vowels, long vowels, suffixes, prefixes, and more.
2) Each volume focuses on a specific type of spelling pattern and provides example words to illustrate those patterns.
3) Copyright information is provided for the book, including the publishing organization and contact details.
This document provides a list of words with the "AB" sound family including their definitions and examples of use in sentences. Some of the words included are cab, scab, lab, slab, blab, stab, crab, grab, gab, drab and tab. It also lists related word families with the "EB", "IB", "OB", and "UB" sounds. Difficulty levels for spelling the words are provided in parentheses after each word.
This document contains word families related to long vowel sounds. It includes the EIGH/WEIGH family with words like weigh, sleigh, and neighbor. The OY/JOY family is also presented, containing words like boy, toy, enjoy, and destroy. Difficulty levels for spelling words are provided in parentheses. Related families and spelling demons are noted.
This document provides an overview of the AVKO Foundation and its educational materials, including The Patterns of English Spelling. It describes how The Patterns of English Spelling was created to provide a systematic reference for word families. It also summarizes some of the other educational materials developed from The Patterns of English Spelling, including Sequential Spelling, Let's Write Right, and Starting at Square One. Finally, it provides guidance for teachers on how to assign homework using words from The Patterns of English Spelling and how to check assignments without extensive correcting.
This document summarizes the differences between traditional keyboarding instruction and AVKO's approach. Traditional methods are designed for average students and struggle to teach below-average students, who often fail. It teaches letter-by-letter with a focus on individual fingers. AVKO's method is designed for slower students and focuses on spelling patterns. It introduces fewer letters at a time and spreads instruction over more lessons to ensure mastery for all students.
This document provides an introduction and suggestions for using a book titled "Apostrophes Made Easy" by James D. Webb. The introduction discusses how the author struggled to learn apostrophe usage as a student and how a patient teacher helped him understand the systematic rules. The book is designed around programmed learning, where students answer questions and immediately receive feedback on their answers. Suggestions are provided for using the book in various educational settings like adult education classes, volunteer tutoring, and regular classrooms. The goal is for students to not just get answers right or wrong, but to understand the reasoning behind apostrophe usage rules.
The document provides extra worksheets for tutoring students to help overcome reading and spelling problems. The worksheets follow a specific process where the tutor reads the target word within a sentence, has the student spell the word in the blank, then provides the correct spelling for the student to write. There are over 100 lessons with 21 sentences per lesson containing words to spell. The method is designed so that students can learn to spell words correctly without having seen or studied them before through careful sequencing of lessons.
This document provides a listing of prefixes, their meanings, and examples of words that use each prefix. It includes prefixes from circ- to com- and provides 3 example sentences using words from each prefix section to demonstrate their meanings in context. The document is copyrighted by AVKO Educational Research Foundation.
This document provides an overview of Volume 10 of a series on English spelling patterns. Volume 10 focuses on prefixes, roots, and suffixes. It includes indexes of prefixes and suffixes covered across Volumes 1-10. It also contains tables of contents for Volume 10 that list examples of word families organized by their prefixes, suffixes, and roots. The document notes that third graders struggle to spell words ending in -cial and -tial, even though experts say phonics only needs to be taught in the first two grades. It suggests the spelling curriculum or instruction is inadequate as traditional spelling texts include few such words.
This document provides a list of advanced phonetic spelling patterns in English, including families where "K" is spelled with "qu" or "ch". It includes over 50 examples words from these families, such as "queue", "chaos", and "chef". The document is copyrighted and published by AVKO Educational Research Foundation in 2009 as volume 9 of their series. It analyzes difficultly levels and common spelling demons or homophones for the featured patterns.
This document provides an overview of complex spelling patterns in English, including sounds that can be spelled in multiple ways depending on the word's origin. It examines spelling conventions for sounds like "k", "sh", vowels sounds and others. It also notes that while experts say phonics need only be taught in early grades, students struggle with advanced spelling patterns like "-cial" and "-tial", suggesting current spelling instruction is inadequate.
This document contains information about suffixes and their related word families presented in the book "The Patterns of English Spelling with their Word Families Put in Sentence Context Volume 8". Specifically, it includes:
1) An index of suffixes covered in Volume 8 such as -cious, -tial, -ssion, and -tion along with example words for each.
2) Observations about the lack of spelling instruction for words ending in -ic, -ical, and -ically in traditional curricula despite their frequency.
3) Information about AVKO Educational Research Foundation and their interest in helping adults tutor family members with reading/writing difficulties through community education programs.
This document is a copyrighted excerpt from "The Patterns of English Spelling: With their Word Families Put in Sentence Context Volume 7" by AVKO Educational Research Foundation. It focuses on word families ending in "-ry" like "carry", "marry", and "berry" and provides example sentences for each word. It also notes spelling demons, related families, and homophones. The excerpt is intended to help readers learn and practice spelling and using these types of words in context.
The document is an index for Volume 6 of a book on English spelling patterns. It focuses on word suffixes ending in "-cle", "-ur", and other endings. The index provides lists of words organized by their spelling patterns and ending sounds. It includes words like "miracle", "barnacle", "oracle", "muscle", "cycle", and others along with difficulty levels for spelling.
This document provides indexes and lists of spelling patterns and word families related to common suffixes such as "-le", "-er", and "-or". It includes the following sections:
1. Indexes of word families for double consonant plus "-le" suffix, blends/digraphs plus "-le", and r-controlled families plus "-le".
2. Similar indexes for word families ending in "-er" and "-ur" suffixes.
3. A short observation notes that traditional spelling curricula do not adequately cover high-frequency CVCC+le and CVDC+ling words, suggesting a problem with how spelling is taught.
This document provides a summary of Volume 5 of the book "The Basic Patterns of English Spelling". It focuses on words containing the "-r" and "w-" sounds, such as "car", "card", "wan", "wand", "war", "ward". Examples of these words and their families are listed on pages 503A-503B with difficulty levels. It also includes miscellaneous relatives not part of the "-r" and "w-" word families.
This document provides a table of contents and index for Volume 5 of the book "The Basic Patterns of English Spelling". Volume 5 focuses on words with "-r" and "-w" controlled vowel sounds, such as words containing "ar", "or", "ir", etc. The table of contents lists examples of words covered on each page and arranges them alphabetically by their vowel letter and ending consonant. It also provides percentages indicating what percentage of third grade students can spell certain words correctly.
This document provides the table of contents for Volume 4 of a series on English spelling patterns. Volume 4 focuses on long vowel families with the CVVC pattern, such as "wait" and "suit". The table of contents lists each spelling pattern family by ending consonant sound and vowel digraph. It also provides an almost alphabetical index of single syllable CVVC and CCVVC word families.
This document provides word families and example sentences for long vowel patterns, including the AY, OY, and JOY families. It includes the spelling, pronunciation, part of speech, and definitions for words in those families, such as weigh, neigh, boy, toy, enjoy, ploy, employ, and convoy. It also notes exceptions, related families, and provides difficulty levels for each word. The full document is a volume within a series that systematically covers English spelling patterns.
This document provides information about word families containing the "atch" sound pattern. It includes a table of contents for the full book and then focuses on specific "atch" word families such as match, patch, hatch, snatch, catch, scratch, latch and detach. Example sentences are provided for each word to demonstrate their meanings and usage in context.
This document provides a table of contents and description for a book titled "The Basic Patterns of English Spelling" by Don McCabe. The summary includes:
1) The book is divided into 10 volumes that cover different spelling patterns in English, including short vowels, long vowels, suffixes, prefixes, and more.
2) Each volume focuses on a specific type of spelling pattern and provides example words to illustrate those patterns.
3) Copyright information is provided for the book, including the publishing organization and contact details.
This document provides a list of words with the "AB" sound family including their definitions and examples of use in sentences. Some of the words included are cab, scab, lab, slab, blab, stab, crab, grab, gab, drab and tab. It also lists related word families with the "EB", "IB", "OB", and "UB" sounds. Difficulty levels for spelling the words are provided in parentheses after each word.
This document contains word families related to long vowel sounds. It includes the EIGH/WEIGH family with words like weigh, sleigh, and neighbor. The OY/JOY family is also presented, containing words like boy, toy, enjoy, and destroy. Difficulty levels for spelling words are provided in parentheses. Related families and spelling demons are noted.
This document provides an overview of the AVKO Foundation and its educational materials, including The Patterns of English Spelling. It describes how The Patterns of English Spelling was created to provide a systematic reference for word families. It also summarizes some of the other educational materials developed from The Patterns of English Spelling, including Sequential Spelling, Let's Write Right, and Starting at Square One. Finally, it provides guidance for teachers on how to assign homework using words from The Patterns of English Spelling and how to check assignments without extensive correcting.
This document summarizes the differences between traditional keyboarding instruction and AVKO's approach. Traditional methods are designed for average students and struggle to teach below-average students, who often fail. It teaches letter-by-letter with a focus on individual fingers. AVKO's method is designed for slower students and focuses on spelling patterns. It introduces fewer letters at a time and spreads instruction over more lessons to ensure mastery for all students.
This document provides an introduction and suggestions for using a book titled "Apostrophes Made Easy" by James D. Webb. The introduction discusses how the author struggled to learn apostrophe usage as a student and how a patient teacher helped him understand the systematic rules. The book is designed around programmed learning, where students answer questions and immediately receive feedback on their answers. Suggestions are provided for using the book in various educational settings like adult education classes, volunteer tutoring, and regular classrooms. The goal is for students to not just get answers right or wrong, but to understand the reasoning behind apostrophe usage rules.
The document provides extra worksheets for tutoring students to help overcome reading and spelling problems. The worksheets follow a specific process where the tutor reads the target word within a sentence, has the student spell the word in the blank, then provides the correct spelling for the student to write. There are over 100 lessons with 21 sentences per lesson containing words to spell. The method is designed so that students can learn to spell words correctly without having seen or studied them before through careful sequencing of lessons.
2. MATRIX INDEX of Double Consonants + Y from cabby to fuzzy
A E I O U Misc. Page
bby cabby Debby Libby hobby hubby 701
ddy daddy Eddy giddy shoddy buddy 701
ffy daffy spiffy toffy puffy 702
ggy baggy Peggy piggy doggy muggy 702
lly Sally belly silly golly gully 703
mmy Sammy Emmy Jimmy Tommy tummy 704
nny Danny Denny tinny Donny runny 704
ppy happy peppy nippy sloppy puppy 705
rry carry Terry firry sorry furry 706
ssy sassy Bessy missy bossy fussy 707
tty Patty Betty Kitty Dotty putty 708
zzy jazzy dizzy Ozzy fuzzy 708
MATRIX INDEX of Vowel Consonant + y from baby to doozy
A E I O U Misc. Page
by baby Toby ruby 709
cy racy fleecy icy juicy saucy 709
cy privacy secrecy policy 709-710
dy lady tidy body study steady bloody 711
dy needy moody Judy 711
dy malady remedy subsidy melody 711
fy beefy goofy leafy 712
fy simplify 712
gy stagy fogy 713
gy elegy effigy apology 713-714
ly scaly mealy wily holy duly oily 715
ly readily 715
my Amy steamy slimy roomy 716
my infamy enemy anatomy 716
ny zany tiny pony puny loony 717
ny company larceny destiny harmony 718
py grapy sleepy dopy soupy droopy 719
py therapy gossipy canopy syrupy 719
py occupy 719
ry library 720-721
ry dairy 722
ry salary 722
ry cemetery 723
ry discovery 723-724
ry story 725
ry memory 726
ry fury 727
ry bury savoury 727
sy daisy easy cosy busy noisy lousy 728
sy fantasy heresy hypocrisy leprosy jealousy 728
ty Katy treaty city duty booty 729
ty society 729
ty capacity 730-738
vy navy heavy 738
xy waxy sexy Dixie foxy 738
zy lazy breezy cozy doozy 738
2
3. MATRIX INDEX of Consonant Consonant + y from Darby to chintzy
A E I O U Misc. Page
-by Darby derby Kirby Cosby rugby 739
-cy Nancy decency 739-740
-dy hardy Wendy Lindy moldy sturdy 741
-fy comfy 741
-gy slangy stringy 742
-gy lethargy energy metallurgy 742
-gy mangy clergy stingy spongy liturgy 742
-chy starchy peachy churchy paunchy 742
-chy monarchy 742
tchy catchy sketchy itchy blotchy 742
phy geography trophy Murphy 743
philosophy 743
shy flashy fleshy fishy slushy 743
thy Cathy breathy smithy worthy toothy mouthy 744
cky tacky sticky rocky lucky 745
lky chalky silky bulky 745
nky lanky dinky wonky 745
rky Sparky perky corky murky 745
sky Lasky pesky whisky husky 745
bly probably assembly possibly nobly humbly 746
+ly badly deadly kindly fondly ugly 746-751
ply reply 749
my army 752
ny corny 752
py swampy skimpy bumpy 752
ry Landry belfry wintry bigotry hungry laundry 752-753
sy palsy whimsy woodsy clumsy 753-754
ty crafty lefty shifty lofty trusty naughty 754-756
vy envy scurvy 756
zy chintzy 756
Index of the Comparative Superlative y change to i words
A E I O U Misc. Page
ld-ck handy lengthy filthy cocky lucky 757-758
ck-mp lanky jerky risky thorny grumpy gawky 758
sp-tz raspy messy thrifty lofty trusty draughty 759
tz-zz jazzy chintzy Ozzy fuzzy 760
VCe lacy icy 760
VV gray grey snowy screwy vague 761
VCCe tasty 762
VVCe noisy 762
Vr sugary hungry 763
th healthy 763
3
4. Some Observations
If it is true as the experts1
tell us that phonics need only be taught in the first two grades, then third
graders should have no trouble with the double consonant plus the y ending families (CVDC+y) as in
silly, sunny, pretty, etc. Yet, only 10% could correctly spell silly and sunny. Only 4% could spell
pretty. Obviously, something is wrong. And if it is true that students today don’t spell as well as the
students did when the New Iowa Spelling Scale2
was constructed, something is seriously wrong with
our spelling curriculum or how spelling is—or is not—taught. Mostly, is not. As nearly every
spelling program is based upon the same word frequency studies as the New Iowa Spelling Scale we
can estimate quite accurately the number of CVCC+y words that occur in traditional spelling texts
from grades 2 through 8. Of the 132 possible, only 10 regularly occur. Of the 40 CVDC+ies words
such pennies, the odds say that only one will be found in today’s spelling texts.
Adding -ly to words shouldn’t be very difficult if the concept is taught—not merely presented in a
lesson or two. Yet of the 10% (the gifted?) who could spell bare in the 3rd grade, 80% could not add -
ly to correctly spell barely. That is, barely 2% of the 3rd graders could spell barely. And how many
learn the concept of the addition of -ly to words by the time they reach the 8th grade. You would think
that all of them would. Yet, of the 70% who could spell scarce, 40% could not add the -ly to correctly
spell scarcely. Hmm.
Of the hundreds of CVDCY (but change the y to i and add -est) words only two are liable to be
taught. These two, earliest and prettiest were misspelled by 30% and 37% of the 8th graders,
respectively.
1
Anderson, Richard C., Elfrieda H. Heibert, et. al. Becoming a Nation of Readers: The Report of the Commission on
Reading. Washington, D.C., The National Institute of Education, U.S. Department of Education.
2
Greene, Harry. The New Iowa Spelling Scale. Iowa City: The University of Iowa, 1954.
4
5. Does your Adult Community School Program offer courses for the minority of people
who want to:
1. learn how to make flower arrangements?
2. play bridge?
3. operate computers?
4. learn CPR?
5. decorate cakes?
Most probably they do. And they should. All minorities should have equal opportunity
ights to the education they need.r
Now, what about that minority of adults who would like to learn how to tutor their
usband, wife, child, or friend who has severe reading/writing/spelling problems?h
AVKO would like to see this minority have equal opportunities to learn how to help those
hey love and who cannot afford the luxury of private expensive tutoring.t
You can help them by having your Community School Director write for the Free AVKO
pamphlet, How to Set Up a Course for Adults Whose Children or Spouses have
eading/Spelling Problems. Write toR
Parent/Adult Tutoring Program
AVKO Educational Research Foundation
3084 W. Willard Road, Suite 201
Clio, Mich. 48420-7801
Telephone: (810) 686-9283 FAX: (810) 686-1101 E-Mail: DonMcCabe@aol.com
5