Most of the difficulties in spelling are removed when the habit
of breaking up a complex word into its elements is acquired.
re mem ber ther mom e ter
sep a rate in de pen dence
dan de lion mul ti pli ca tion
beau ti ful re frig er a tor
_IV. Teach the Long Vowel Sounds._
We have found that the short vowels predominate in the English language.
The long vowel sounds come next in frequency. When the child has
mastered the letters and combinations representing these two sounds, he
is able to recognize a large majority of the phonetic words in our
language.
Phonetic words follow definite rules of pronunciation. These rules are
not to be formally taught in the first and second years, but pointed out
by examples, so that the visual and auditory image may be associated.
To illustrate: When there are two or more vowels in a word of one
syllable, the first vowel is long, and the last silent, as: came, leaf,
coat, rain.
"When there is one vowel in the word and it is the last, it is long,"
as: me, he, fly.
All vowels are short unless modified by position.
Have the children notice the effect of final "e" upon some of their
short vowel words.
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