As such, it is clear that the emergent reader of English has not only to grapple with inconsistency of grapheme-phoneme correspondence, but also with a range and variability of structure even within the syllables of the words s/he is learning to read. Take, for example, the and monosyllabic homophones ‘poor’, ‘paw’, ‘pore’ ‘pour’. Within these examples there is to be found no consistent grapheme/phoneme correlation in the vowel sound. It is true that the onset (glossary, p.245) of each is consistent, but the vowel grapheme is different in each (<oor, aw, ore, our>), while the vowel phoneme is the same, namely /ɔː/ (in many accents in England, that is). These words have no spoken coda (glossary, p.245). Similarly the words and ‘scam’ share an consonant cluster short medial vowel single consonant ‘skim’ ‘initial – – yet the onset clusters, though audibly identical, are different coda’ structure, graphically, because the phoneme /k/ is spelt differently (though according to rule: /k/ is mostly spelt <c> before <e, i, y>, <k> elsewhere). 2.7 The vocabulary of the field of phonics At this point it is necessary to define terms, particularly the word In current ‘blend’. documentation (EYFS guidance, DCSF, 2008; Primary Framework, DfES, 2006a; DfES, 2007b) this word is used only as a verb, which describes Letters and Sounds, the process, within synthetic phonics for reading, once the constituent parts (graphemes) of a word have been recognised and sounded out, of pushing them together to read the word as a whole. This use of the word is perceived as unproblematic:
As such, it is clear that the emergent reader of English has not only to grapple with inconsistency of grapheme-phoneme correspondence, but also with a range and variability of structure even within the syllables of the words s/he is learning to read. Take, for example, the monosyllabic homophones ‘poor’, ‘paw’, ‘pore’ and ‘pour’. Within these examples there is to be found no consistent grapheme/phoneme correlation in the vowel sound. It is true that the onset (glossary, p.245) of each is consistent, but the vowel grapheme is different in each (<oor, aw, ore, our>), while the vowel phoneme is the same, namely /ɔː/ (in many accents in England, that is). These words have no spoken coda (glossary, p.245). Similarly the words ‘scam’ and ‘skim’ share an ‘initial consonant cluster – short medial vowel – single consonant coda’ structure, yet the onset clusters, though audibly identical, are different graphically, because the phoneme /k/ is spelt differently (though according to rule: /k/ is mostly spelt <c> before <e, i, y>, <k> elsewhere). 2.7 The vocabulary of the field of phonics At this point it is necessary to define terms, particularly the word ‘blend’. In current documentation (EYFS guidance, DCSF, 2008; Primary Framework, DfES, 2006a; Letters and Sounds, DfES, 2007b) this word is used only as a verb, which describes the process, within synthetic phonics for reading, once the constituent parts (graphemes) of a word have been recognised and sounded out, of pushing them together to read the word as a whole. This use of the word is perceived as unproblematic:
AAA_EdD_-_THE_WHOLE_THING_%28post_viva%29.docx