{"id":3310,"date":"2012-10-15T23:37:16","date_gmt":"2012-10-15T22:37:16","guid":{"rendered":"http:\/\/emilkirkegaard.dk\/en\/?p=3310"},"modified":"2012-10-15T23:38:17","modified_gmt":"2012-10-15T22:38:17","slug":"review-of-lets-end-our-literacy-crisis-bob-c-cleckler","status":"publish","type":"post","link":"https:\/\/emilkirkegaard.dk\/en\/2012\/10\/review-of-lets-end-our-literacy-crisis-bob-c-cleckler\/","title":{"rendered":"Review of Let&#8217;s End Our Literacy Crisis (Bob C. Cleckler)"},"content":{"rendered":"<p><a href=\"http:\/\/emilkirkegaard.dk\/en\/wp-content\/uploads\/LetsEndOurLiteracyCrisis2ndRev.pdf\">Let&#8217;sEndOurLiteracyCrisis,2ndRev<\/a> download ebook free<\/p>\n<p><span style=\"color: #000000;\">This is an okay book about spelling reform. It includes argumentation for why spelling reform is needed. Some useful literature overview and references. Its tone is not very academic, and its style somewhat bombastic at times. I wud have prefered a more serious book. Still, this may be what is needed to convince some people. I will also be looking into some of the mentioned material. In particular:<\/span><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li><span style=\"color: #000000;\">Diane McGuinness, Ph.D., Why Our Children Can&#8217;t Read (New York: Simon &amp; Schuster, 1997)<\/span><\/li>\n<li><span style=\"color: #000000;\">Dr. Mont Follick, Reform English Spelling (London: Jason Press, 1946)<\/span><\/li>\n<li><span style=\"color: #000000;\">Sir James Pitman, Alphabets and Reading (New York: Pitman Publishing Company, 1969)<\/span><\/li>\n<li><span style=\"color: #000000;\">Traugott Rohner, Fonetic English Spelling (Evanston, Ill.: Fonetic English Spelling Assoc., 1966)<\/span><\/li>\n<li><span style=\"color: #000000;\">Lounsbury, Thomas R., LL.D, L.H.D. English Spelling and Spelling Reform. New York: Harper &amp; Brothers Publishers, 1909.<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">Amazon reviews: <a href=\"http:\/\/www.amazon.com\/Lets-End-Our-Literacy-Crisis\/dp\/1589824970\/ref=pd_rhf_dp_p_t_4\">http:\/\/www.amazon.com\/Lets-End-Our-Literacy-Crisis\/dp\/1589824970\/ref=pd_rhf_dp_p_t_4<\/a><\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">Below follows from quotes from the book, and some comments, and at last, an analysis of the system.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">&#8212;&#8211;<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">Page 61 of the 2002 report shows that the percentages of Levels 3 <\/span><\/p>\n<p><span style=\"color: #800000;\">through 5 adults who were in poverty were 12, 7.67, and 4.67, respective-<\/span><\/p>\n<p><span style=\"color: #800000;\">ly (averaging the prose, document and quantitative literacy data). When <\/span><\/p>\n<p><span style=\"color: #800000;\">these percentages are multiplied by the number of adults in each level, it <\/span><\/p>\n<p><span style=\"color: #800000;\">shows the number of adults in each level who were in poverty. Adding the <\/span><\/p>\n<p><span style=\"color: #800000;\">total number of adults in poverty in Levels 1 and 2 and Levels 3 through 5 <\/span><\/p>\n<p><span style=\"color: #800000;\">and dividing by the total number of adults in those two groupings of levels <\/span><\/p>\n<p><span style=\"color: #800000;\">shows that 31.2% of Levels 1 and 2 were in poverty, but only 10.1% of <\/span><\/p>\n<p><span style=\"color: #800000;\">Levels 3 through 5 were in poverty. Although there are many reasons for <\/span><\/p>\n<p><span style=\"color: #800000;\">poverty, since the report statistically balanced the interviewees by age, <\/span><\/p>\n<p><span style=\"color: #800000;\">gender, ethnicity, location, etc. and <strong>since there is no obvious provable <\/strong><\/span><\/p>\n<p><span style=\"color: #800000;\"><strong>differences other than literacy level<\/strong>, if 10.1 percent is taken as being the <\/span><\/p>\n<p><span style=\"color: #800000;\">poverty not resulting from illiteracy and is deducted from the 31.2 per-<\/span><\/p>\n<p><span style=\"color: #800000;\">cent, the resulting 21.1 percent due to illiteracy, when compared to 10.1 <\/span><\/p>\n<p><span style=\"color: #800000;\">percent, provides strong evidence that illiteracy causes more than twice <\/span><\/p>\n<p><span style=\"color: #800000;\">as many adults to be in poverty as all other causes combined. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">Besides obivously intelligence?!<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">&#8211;<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">&#8220;Statistics Canada, which carried out the same kind of testing in the <\/span><\/p>\n<p><span style=\"color: #800000;\">United States, Canada, and five non-English-speaking European countries, <\/span><\/p>\n<p><span style=\"color: #800000;\">replicated these findings for the United States [in 1994]. The study also <\/span><\/p>\n<p><span style=\"color: #800000;\">showed that U.S. high school students and young adults (16 to 25 years <\/span><\/p>\n<p><span style=\"color: #800000;\">old) were six times more likely to be functionally illiterate (Level 1) than <\/span><\/p>\n<p><span style=\"color: #800000;\">those in Sweden&#8230;. Only 13 percent of today&#8217;s 16- to 25-year-olds [in the <\/span><\/p>\n<p><span style=\"color: #800000;\">U.S.] scored at Levels 4 and 5.&#8221; 10<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\"> If you think that the above does not apply to college graduates and <\/span><\/p>\n<p><span style=\"color: #800000;\">graduate students, on December 26, 2005 the Washington Post stated, <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">\u201cLiteracy experts and educators say they are stunned by the results of <\/span><\/p>\n<p><span style=\"color: #800000;\">a recent adult literacy assessment, which shows that the reading pro-<\/span><\/p>\n<p><span style=\"color: #800000;\">ficiency of college graduates has declined in the past decade, with no <\/span><\/p>\n<p><span style=\"color: #800000;\">obvious explanation&#8230;. <\/span><\/p>\n<p><span style=\"color: #800000;\"> The test measures how well adults comprehend basic instruc-<\/span><\/p>\n<p><span style=\"color: #800000;\">tions and tasks through reading\u2014such as computing costs per ounce <\/span><\/p>\n<p><span style=\"color: #800000;\">of food items, comparing viewpoints on two editorials and reading <\/span><\/p>\n<p><span style=\"color: #800000;\">prescription labels. Only 41 percent of graduate students tested in <\/span><\/p>\n<p><span style=\"color: #800000;\">2003 could be classified as &#8220;proficient&#8221; in prose-reading and under-<\/span><\/p>\n<p><span style=\"color: #800000;\">standing information in short texts\u2014down 10 percentage points since <\/span><\/p>\n<p><span style=\"color: #800000;\">1992. Of college graduates, only 31 percent were classified as profi-<\/span><\/p>\n<p><span style=\"color: #800000;\">cient\u2014compared with 40 percent in 1992.\u201d11<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">The obvious hypothesis, is that it becus colleges began drawing on a larger pool of people, and thus decreasing the intelligence of those admitted. This is testable. Compare 2003 and 1992 in college admissions. This number is rising a lot in Denmark, and i seem to recall it rising in the US as well. I googled around but cudnt find any data from the two years ago. For some reason its difficult to find.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">I did find some circumstancial or imperfect data, like these:<\/span><\/p>\n<p><span style=\"color: #000000;\"><a href=\"http:\/\/howtoedu.org\/college-facts\/how-many-high-school-graduates-attend-college\/\">http:\/\/howtoedu.org\/college-facts\/how-many-high-school-graduates-attend-college\/<\/a><\/span><\/p>\n<p><span style=\"color: #000000;\"><a href=\"https:\/\/chronicle.com\/blogs\/innovations\/the-great-college-degree-scam\/28067\">https:\/\/chronicle.com\/blogs\/innovations\/the-great-college-degree-scam\/28067<\/a><\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">See also <a href=\"https:\/\/en.wikipedia.org\/wiki\/Academic_inflation\">https:\/\/en.wikipedia.org\/wiki\/Academic_inflation<\/a><\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">Overall it seems that im right about that. At least, thats part of the reason.<\/span><\/p>\n<p><span style=\"color: #000000;\">&#8211;<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">Anyone who has doubts about [that there are many illiterates living among us] should read John <\/span><\/p>\n<p><span style=\"color: #800000;\">Corcoran&#8217;s book, The Teacher Who Couldn&#8217;t Read. Mr. Corcoran graduated from Texas Western College in 1961 with a degree in education. He admits that he cheated on tests in college\u2014although <\/span><\/p>\n<p><span style=\"color: #800000;\">he states in his book, &#8220;I am not advocating cheating.&#8221; He had gotten into college without taking entrance exams because he had an athletic scholarship. <\/span><\/p>\n<p><span style=\"color: #800000;\"> Amazingly, he became a teacher of tenth, eleventh, and twelfth grades in California, where he taught for eighteen years, without being able to read! He taught social studies, typing, history, physical education, and one year he even taught English. Although his wife thought for twenty-five years that he could read, even if he couldn&#8217;t read well, she didn&#8217;t know that he could hardly read at all until she overheard him trying to read a simple child&#8217;s story to their three-year-old. It was not until then that she came to understand the emotional pain he had been living with all those years. He suffered emotional pain caused by feeling there was something wrong with him which prevented him from learning, by having to develop so many coping methods to hide his illiteracy, and by feeling alienated from his associates who could read. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">&#8211;<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">I take it you already know <\/span><\/p>\n<p><span style=\"color: #800000;\">of tough and bough and cough and dough. <\/span><\/p>\n<p><span style=\"color: #800000;\">Others may stumble, but not you, <\/span><\/p>\n<p><span style=\"color: #800000;\">on hiccough, thorough, lough and through. <\/span><\/p>\n<p><span style=\"color: #800000;\">Well done! And now you wish perhaps, <\/span><\/p>\n<p><span style=\"color: #800000;\">to learn of less familiar traps? <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">Beware of heard, a dreadful word <\/span><\/p>\n<p><span style=\"color: #800000;\">that looks like beard and sounds like bird, <\/span><\/p>\n<p><span style=\"color: #800000;\">and dead: it&#8217;s said like bed, not bead <\/span><\/p>\n<p><span style=\"color: #800000;\">for goodness&#8217; sake don&#8217;t call it &#8220;deed&#8221;! <\/span><\/p>\n<p><span style=\"color: #800000;\">Watch out for meat and great and threat <\/span><\/p>\n<p><span style=\"color: #800000;\">(they rhyme with suite and straight and debt.) <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">A moth is not a moth in mother <\/span><\/p>\n<p><span style=\"color: #800000;\">nor both in bother, broth in brother, <\/span><\/p>\n<p><span style=\"color: #800000;\">and here is not a match for there <\/span><\/p>\n<p><span style=\"color: #800000;\">nor dear and fear for bear and pear, <\/span><\/p>\n<p><span style=\"color: #800000;\">and then there&#8217;s dose and rose and lose <\/span><\/p>\n<p><span style=\"color: #800000;\">just look them up and goose and choose, <\/span><\/p>\n<p><span style=\"color: #800000;\">and cork and work and card and ward, <\/span><\/p>\n<p><span style=\"color: #800000;\">and font and front and word and sword, <\/span><\/p>\n<p><span style=\"color: #800000;\">and do and go and thwart and cart. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">Come, come, I&#8217;ve hardly made a start! <\/span><\/p>\n<p><span style=\"color: #800000;\">A dreadful language? Man alive. <\/span><\/p>\n<p><span style=\"color: #800000;\">I&#8217;d mastered it when I was five. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">T. S. Watt<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">BRILLIANT!<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">&#8211;<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">Most Americans are surprised to learn that pronunciations are usually <\/span><\/p>\n<p><span style=\"color: #800000;\">omitted from foreign language dictionaries. They are not needed because <\/span><\/p>\n<p><span style=\"color: #800000;\">the spelling adequately represents the pronunciation. They are even more <\/span><\/p>\n<p><span style=\"color: #800000;\">surprised to learn that students of other languages do not have spelling <\/span><\/p>\n<p><span style=\"color: #800000;\">classes throughout most of grade school, as our students do. &#8220;As ex-<\/span><\/p>\n<p><span style=\"color: #800000;\">plained by a Spanish student: &#8216;In Spain the teacher tells us the sounds of <\/span><\/p>\n<p><span style=\"color: #800000;\">the letters and then we can write or read any thing we can say.'&#8221; 7<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">I think all the scandinavian countries have pronunciation data in their dictionaries. But its a good point. Pronunciation data is superflouos if the spelling is regular.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">&#8211;<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">Edward Rondthaler of the American Literacy Council points out, &#8220;A <\/span><\/p>\n<p><span style=\"color: #800000;\">1986 round table of British linguists called by eminent scholars to discuss <\/span><\/p>\n<p><span style=\"color: #800000;\">the underlying pattern of English spelling concluded, not surprisingly, that <\/span><\/p>\n<p><span style=\"color: #800000;\">only one rule in our spelling is not watered down with exceptions: No <\/span><\/p>\n<p><span style=\"color: #800000;\">word in English ends with the letter V.&#8221; 9<\/span><\/p>\n<p><span style=\"color: #800000;\">Since Webster&#8217;s Ninth New Collegiate Dictionary lists the words rev and spiv, there are therefore NO invariable English spelling rules. If you cannot learn to spell by rules, then you <\/span><\/p>\n<p><span style=\"color: #800000;\">must learn by memorization and repetition. Many inconsistencies could <\/span><\/p>\n<p><span style=\"color: #800000;\">be highlighted, such as the different sounds of the double Cs in occa-<\/span><\/p>\n<p><span style=\"color: #800000;\">sional and accident (pronounced like K and like KS, respectively) or the <\/span><\/p>\n<p><span style=\"color: #800000;\">double Gs in egg, exaggerate, and suggest (pronounced like G, J, or GJ, <\/span><\/p>\n<p><span style=\"color: #800000;\">respectively). Perhaps the most impressive English spelling inconsistency <\/span><\/p>\n<p><span style=\"color: #800000;\">is the following: <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">&#8211;<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\"><strong>Comparative Difficulty of English vs. Other <\/strong><\/span><\/p>\n<p><span style=\"color: #800000;\"><strong>Alphabets <\/strong><\/span><\/p>\n<p><span style=\"color: #800000;\">Noah Webster argued against the effort to freeze spelling in the introduc-<\/span><\/p>\n<p><span style=\"color: #800000;\">tion to his 1806 English dictionary. On page vi he states, <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">Every man of common reading knows that a living language must <\/span><\/p>\n<p><span style=\"color: #800000;\">necessarily suffer gradual changes in its current words, in the signifi-<\/span><\/p>\n<p><span style=\"color: #800000;\">cations of many words, and in pronunciation. The unavoidable con-<\/span><\/p>\n<p><span style=\"color: #800000;\">sequence then of fixing the orthography [spelling] of a living lan-<\/span><\/p>\n<p><span style=\"color: #800000;\">guage, is to destroy the use of the alphabet. This effect has, in a de-<\/span><\/p>\n<p><span style=\"color: #800000;\">gree, already taken place in our language; and letters, the most use-<\/span><\/p>\n<p><span style=\"color: #800000;\">ful invention that ever blessed mankind, have lost and continue to <\/span><\/p>\n<p><span style=\"color: #800000;\">lose a part of their value, by no longer being the representatives of <\/span><\/p>\n<p><span style=\"color: #800000;\">the sounds originally annexed to them. Strange as it may seem, the <\/span><\/p>\n<p><span style=\"color: #800000;\">fact is undeniable, that the present doctrine that no change must <\/span><\/p>\n<p><span style=\"color: #800000;\">be made in writing words, is destroying the benefits of an alphabet, <\/span><\/p>\n<p><span style=\"color: #800000;\">and reducing our language to the barbarism of Chinese characters <\/span><\/p>\n<p><span style=\"color: #800000;\">instead of letters.11 <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\"> Some linguists may consider this an overstatement, but English is by <\/span><\/p>\n<p><span style=\"color: #800000;\">far the most inconsistent and illogical of the alphabetic spelling systems <\/span><\/p>\n<p><span style=\"color: #800000;\">and therefore the hardest to learn. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">I wonder how one compares english to danish in this regard. DA spelling system is pretty fucked up as well. Im not completely confident the english one is worse.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">&#8211;<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">The plan, though thoroughly thought through, was all for nought <\/span><\/p>\n<p><span style=\"color: #800000;\">when the rough trough full of cough and hiccough medicine made from <\/span><\/p>\n<p><span style=\"color: #800000;\">a hemlock tree bough floated down the shough into a Scottish lough <\/span><\/p>\n<p><span style=\"color: #800000;\">and sank to the bottom.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">another gem<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">&#8211;<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">We&#8217;ll begin with a box, and the plural is boxes. <\/span><\/p>\n<p><span style=\"color: #800000;\">But the plural of ox should be oxen, not oxes. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">Then one fowl is goose, but two are called geese. <\/span><\/p>\n<p><span style=\"color: #800000;\">Yet the plural of moose should never be meese. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">You may find a lone mouse or a whole lot of mice, <\/span><\/p>\n<p><span style=\"color: #800000;\">but the plural of house is houses, not hise. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">If the plural of man is always called men, <\/span><\/p>\n<p><span style=\"color: #800000;\">why shouldn&#8217;t the plural of pan be called pen? <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">The cow in the plural may be cows or kine. <\/span><\/p>\n<p><span style=\"color: #800000;\">But the plural of vow is vows, not vine. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">And I speak of foot and you show me your feet, <\/span><\/p>\n<p><span style=\"color: #800000;\">but I give you a boot\u2014would a pair be called beet? <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">If one is a tooth and a whole set are teeth, <\/span><\/p>\n<p><span style=\"color: #800000;\">why shouldn&#8217;t the plural of booth be called beeth? <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">If the singular is this and the plural is these, <\/span><\/p>\n<p><span style=\"color: #800000;\">should the plural of kiss be nicknamed kese? <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">Then one may be that, and three may be those, <\/span><\/p>\n<p><span style=\"color: #800000;\">yet the plural of hat would never be hose. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">We speak of a brother, and also of brethren, <\/span><\/p>\n<p><span style=\"color: #800000;\">but though we say mother, we never say methren. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">The masculine pronouns are he, his, and him. <\/span><\/p>\n<p><span style=\"color: #800000;\">But imagine the feminine she, shis, and shim! <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">So our English, I think you will all agree, <\/span><\/p>\n<p><span style=\"color: #800000;\">is the trickiest language you ever did see! <\/span><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">and another, altho this one has not to do with spelling, but with irregular plurals. these are harder to fix, but one shud still try. just make all the regular forms &#8216;correct&#8217; as well. so goose and goooses\/geese.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">&#8211;<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">Wood yew believe that eye didn&#8217;t no <\/span><\/p>\n<p><span style=\"color: #800000;\">about homophones until too daze ago? <\/span><\/p>\n<p><span style=\"color: #800000;\">That day inn hour class inn groups of fore, <\/span><\/p>\n<p><span style=\"color: #800000;\">we had two come up with won ore moor. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">Mary new sicks; enough too pass, <\/span><\/p>\n<p><span style=\"color: #800000;\">butt my ate homophones lead thee class. <\/span><\/p>\n<p><span style=\"color: #800000;\">Then a thought ran threw my head, <\/span><\/p>\n<p><span style=\"color: #800000;\">&#8220;Urn a living from homophones,&#8221; it said. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">Aye guess eye joust sat and staired into space. <\/span><\/p>\n<p><span style=\"color: #800000;\">My hole life seamed two fall into plaice. <\/span><\/p>\n<p><span style=\"color: #800000;\">Hour school&#8217;s principle happened too come buy, <\/span><\/p>\n<p><span style=\"color: #800000;\">and asked about the look inn my aye. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">&#8220;Sur,&#8221; said eye as bowled as could bee, <\/span><\/p>\n<p><span style=\"color: #800000;\">&#8220;My future rode aye clearly sea.&#8221; <\/span><\/p>\n<p><span style=\"color: #800000;\">&#8220;Sun,&#8221; said he, &#8220;move write ahead, <\/span><\/p>\n<p><span style=\"color: #800000;\">set sell on you&#8217;re coarse. Don&#8217;t bee misled.&#8221; <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">Aye herd that gnus with grate delight. <\/span><\/p>\n<p><span style=\"color: #800000;\">Eye will study homophones both day and knight. <\/span><\/p>\n<p><span style=\"color: #800000;\">Fore weeks and months, threw thick ore thin, <\/span><\/p>\n<p><span style=\"color: #800000;\">Aisle pursue my ghole. Aye no isle wynn. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">this is the absolute best! and very difficult to read as well.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">&#8211;<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">There is no question that English spelling reform is long overdue. The pre-<\/span><\/p>\n<p><span style=\"color: #800000;\">sent practice of attempting to teach all American youth to read and spell <\/span><\/p>\n<p><span style=\"color: #800000;\">English is the foremost example of conspicuous consumption of a nation&#8217;s <\/span><\/p>\n<p><span style=\"color: #800000;\">resources since the building of the pyramids. Unfortunately for many chil-<\/span><\/p>\n<p><span style=\"color: #800000;\">dren, the belief is still widely held that our economy can still afford this <\/span><\/p>\n<p><span style=\"color: #800000;\">cruel waste&#8230;. <\/span><\/p>\n<p><span style=\"color: #800000;\"> It would be unbecoming of educators not to attempt hundreds of <\/span><\/p>\n<p><span style=\"color: #800000;\">new and devious approaches to the problem rather than advocating the <\/span><\/p>\n<p><span style=\"color: #800000;\">one logical (and eventually inevitable) solution.1 <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">Arthur W. Heilman, Ph.D. <\/span><\/p>\n<p><span style=\"color: #800000;\">Phonics in Proper Perspective<\/span><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">Nice comparison.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">&#8211;<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\"><strong>Figure 8 <\/strong><\/span><\/p>\n<p><span style=\"color: #800000;\"><strong>NuEnglish spelling rules <\/strong><\/span><\/p>\n<p><span style=\"color: #800000;\">Format to use on Magazine and Book Title Pages <\/span><\/p>\n<p><span style=\"color: #800000;\">and on Newspaper and Newsletter Mastheads <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">This shows how to read the simplif ied spel ling system, NuEnglish, you may see in this <\/span><\/p>\n<p><span style=\"color: #800000;\">reading material. The 14 vowels and 24 consonants (in bold, italicized capi tals, for high-<\/span><\/p>\n<p><span style=\"color: #800000;\">lighting) have only ONE pronunciation. (No emphasis\u2014capital, bold, ital ic, underline, or <\/span><\/p>\n<p><span style=\"color: #800000;\">color\u2014affects pronunciat ion in NuEnglish.) <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\">1. The A, E, I, O, and U are pronounced as in &#8220;That pet did not run.&#8221; <\/span><\/p>\n<p><span style=\"color: #800000;\">2. The AE, EE, IE, OE, and UE are pronounced as in &#8220;Mae Green tried roe glue.&#8221; These <\/span><\/p>\n<p><span style=\"color: #800000;\">vowels may, instead, be spelled with a macron (a straight line above a, e, i, o, or u) as <\/span><\/p>\n<p><span style=\"color: #800000;\">in \u201cTh\u0101 .\u0113t fr\u012bd t\u014df\u016b.\u201d <\/span><\/p>\n<p><span style=\"color: #800000;\">3. The AU, OI, OO, and OU are pronounced as in &#8220;Haul good oil out.&#8221; <\/span><\/p>\n<p><span style=\"color: #800000;\">4. The 18 single consonants are pronounced as in &#8220;YeS, VaL &#8216;ZiP&#8217; KiM HiD ouR BiG FaN-<\/span><\/p>\n<p><span style=\"color: #800000;\">JeT Win.\u201d <\/span><\/p>\n<p><span style=\"color: #800000;\">5. Six consonant sounds are spelled with two letters: <\/span><\/p>\n<p><span style=\"color: #800000;\">(1) CH is pronounced as in &#8220;chip.&#8221; This is the only way the letter C is used in NuEnglish. <\/span><\/p>\n<p><span style=\"color: #800000;\">(2) SH and (3) NG are pronounced as in &#8220;wishing,&#8221; <\/span><\/p>\n<p><span style=\"color: #800000;\">(4) ZH is pronounced as in muzhik. (Muzhik is an English word for a Russian peasant <\/span><\/p>\n<p><span style=\"color: #800000;\">in which the zh is pronounced the same as the S in treasure.) <\/span><\/p>\n<p><span style=\"color: #800000;\">(5) TH is pronounced as in &#8220;then,&#8221; and <\/span><\/p>\n<p><span style=\"color: #800000;\">(6) TT is pronounced the same as the TH in &#8220;thin.&#8221; This is because English spells the <\/span><\/p>\n<p><span style=\"color: #800000;\">sounds in &#8220;thin&#8221; and &#8220;then&#8221; the same. <\/span><\/p>\n<p><span style=\"color: #800000;\">6. Two letters represent more than one basic sound. <\/span><\/p>\n<p><span style=\"color: #800000;\">(1) The X is used only for the KS blend. <\/span><\/p>\n<p><span style=\"color: #800000;\">(2) The Q (not QU) is used only for the KW blend. All the other sounds of X and Q are <\/span><\/p>\n<p><span style=\"color: #800000;\">spelled out. <\/span><\/p>\n<p><span style=\"color: #800000;\">7. Traditional English spelling does not distinguish between the vowel sounds in &#8220;sue&#8221; and &#8220;fuel.&#8221; <\/span><\/p>\n<p><span style=\"color: #800000;\">NuEnglish spells the vowel sound in &#8220;sue&#8221; as ue and the sound in &#8220;fuel&#8221; as yue\u2014sue and <\/span><\/p>\n<p><span style=\"color: #800000;\">fyuel in NuEnglish. (This is equivalent to placing an F sound before the word &#8220;Yule&#8221;). <\/span><\/p>\n<p><span style=\"color: #800000;\">8. The initial sound in words like &#8220;which&#8221; are actually pronounced as HW. Air is expelled <\/span><\/p>\n<p><span style=\"color: #800000;\">before the W sound, so it is spelled that way: hwich. <\/span><\/p>\n<p><span style=\"color: #800000;\">9. Sometimes the same letter is used at the end of one syllable and the start of the next <\/span><\/p>\n<p><span style=\"color: #800000;\">syllable. For example, the two Gs in the NuEnglish spelling &#8220;fingger&#8221; (finger in tradi-<\/span><\/p>\n<p><span style=\"color: #800000;\">tional spelling) are in two syllables. This is not a violation of the next rule, Rule 10. <\/span><\/p>\n<p><span style=\"color: #800000;\">10. There are no silent letters and no double letters having a single sound except OO and <\/span><\/p>\n<p><span style=\"color: #800000;\">TT. (If macrons are not used, the EE is also used for a single sound.) <\/span><\/p>\n<p><span style=\"color: #800000;\">11. All sounds are shown except the NG sound in NK and NX as in &#8220;bank&#8221; and &#8220;jinx.&#8221; <\/span><\/p>\n<p><span style=\"color: #800000;\">12. To show the accent, an asterisk is placed before the vowel in a primary accented syll a-<\/span><\/p>\n<p><span style=\"color: #800000;\">ble, but an asterisk is not used if the primary accent is on the first syllable . <\/span><\/p>\n<p><span style=\"color: #800000;\">13. Numbers are used instead of spelling out the number unless numbers are required to be <\/span><\/p>\n<p><span style=\"color: #800000;\">spelled out. Numbers must be spelled out on some legal documents, such as on a check. <\/span><\/p>\n<p><span style=\"color: #800000;\">Numbers should be spelled when numbers could be confused with letters such as I, L, or O. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #800000;\"> There are other spelling rules to standardize your spelling if you want to be very sure that <\/span><\/p>\n<p><span style=\"color: #800000;\">what you write in NuEnglish will be easily understood. These rules can be found at <\/span><\/p>\n<p><span style=\"color: #800000;\">http:\/\/YouCanReadNow.com and in the Spelling Rules section in Chapter 6 of Let\u2019s End Our Liter-<\/span><\/p>\n<p><span style=\"color: #800000;\">acy Crisis, (Revised Edition or Second Revbision) by Bob Cleckler.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">So, a table like <a href=\"http:\/\/emilkirkegaard.dk\/en\/?p=2676\">the one i produced for New Spelling<\/a> wud look something like this:<\/span><\/p>\n<p>&nbsp;<\/p>\n<table width=\"100%\" cellspacing=\"0\" cellpadding=\"4\">\n<colgroup>\n<col width=\"64*\" \/>\n<col width=\"64*\" \/>\n<col width=\"128*\" \/> <\/colgroup>\n<tbody>\n<tr valign=\"TOP\">\n<td width=\"25%\"><strong>Sound (in IPA)<\/strong><\/td>\n<td width=\"25%\"><strong>Spelling<\/strong><\/td>\n<td width=\"50%\"><strong>Examples<\/strong><\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\"><em>consonants<\/em><\/td>\n<td width=\"25%\"><\/td>\n<td width=\"50%\"><\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">p<\/td>\n<td width=\"25%\">p<\/td>\n<td width=\"50%\">pin<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">b<\/td>\n<td width=\"25%\">b<\/td>\n<td width=\"50%\">bin<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">t<\/td>\n<td width=\"25%\">t<\/td>\n<td width=\"50%\">tin<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">d<\/td>\n<td width=\"25%\">d<\/td>\n<td width=\"50%\">din<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">k<\/td>\n<td width=\"25%\">k<\/td>\n<td width=\"50%\">kin, cat\u2192kat<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">g<\/td>\n<td width=\"25%\">g<\/td>\n<td width=\"50%\">got<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">f<\/td>\n<td width=\"25%\">f<\/td>\n<td width=\"50%\">fat<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">v<\/td>\n<td width=\"25%\">v<\/td>\n<td width=\"50%\">vat<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">s<\/td>\n<td width=\"25%\">s<\/td>\n<td width=\"50%\">sin<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">z<\/td>\n<td width=\"25%\">z<\/td>\n<td width=\"50%\">zest<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">j<\/td>\n<td width=\"25%\">y<\/td>\n<td width=\"50%\">yes, fuel\u2192fyuel\/fyul<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">l<\/td>\n<td width=\"25%\">l<\/td>\n<td width=\"50%\">van<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">m<\/td>\n<td width=\"25%\">m<\/td>\n<td width=\"50%\">mint<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">n<\/td>\n<td width=\"25%\">n<\/td>\n<td width=\"50%\">not<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">w<\/td>\n<td width=\"25%\">w<\/td>\n<td width=\"50%\">win<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">\u02a4<\/td>\n<td width=\"25%\">j<\/td>\n<td width=\"50%\">jinn, gin\u2192jin<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">h<\/td>\n<td width=\"25%\">h<\/td>\n<td width=\"50%\">him<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">\u0279<\/td>\n<td width=\"25%\">r<\/td>\n<td width=\"50%\">run<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">\n<p lang=\"da-DK\">\u02a7<\/p>\n<\/td>\n<td width=\"25%\">ch<\/td>\n<td width=\"50%\">chip<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">\u0283<\/td>\n<td width=\"25%\">sh<\/td>\n<td width=\"50%\">wish<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">\u0292<\/td>\n<td width=\"25%\">zh<\/td>\n<td width=\"50%\">vision\u2192vizhun<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">\u014b<\/td>\n<td width=\"25%\">ng (nk, nx)<\/td>\n<td width=\"50%\">thing (tank, jinx)<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">\u00f0<\/td>\n<td width=\"25%\">th<\/td>\n<td width=\"50%\">then<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">\n<p lang=\"da-DK\">\u03b8<\/p>\n<\/td>\n<td width=\"25%\">tt<\/td>\n<td width=\"50%\">thin<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">\n<p lang=\"da-DK\">ks<\/p>\n<\/td>\n<td width=\"25%\">x<\/td>\n<td width=\"50%\">ax<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">\n<p lang=\"da-DK\">kw<\/p>\n<\/td>\n<td width=\"25%\">q<\/td>\n<td width=\"50%\">quit\u2192qit<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\"><em>short simple vowels<\/em><\/td>\n<td width=\"25%\"><\/td>\n<td width=\"50%\"><\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">\u00e6<\/td>\n<td width=\"25%\">a<\/td>\n<td width=\"50%\">that<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">\u025b<\/td>\n<td width=\"25%\">e<\/td>\n<td width=\"50%\">pet<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">\u026a<\/td>\n<td width=\"25%\">i<\/td>\n<td width=\"50%\">did<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">\u0252<\/td>\n<td width=\"25%\">o<\/td>\n<td width=\"50%\">not<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">\u028c<\/td>\n<td width=\"25%\">u<\/td>\n<td width=\"50%\">run<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\"><em>long vowels and diphthongs<\/em><\/td>\n<td width=\"25%\"><\/td>\n<td width=\"50%\"><\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">e\u026a<\/td>\n<td width=\"25%\">ae\/a<\/td>\n<td width=\"50%\">Mae\/ma, may\u2192mae\/ma<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">i:<\/td>\n<td width=\"25%\">ee\/e<\/td>\n<td width=\"50%\">green\/gren<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">a\u026a<\/td>\n<td width=\"25%\">ie\/i<\/td>\n<td width=\"50%\">tried\/trid, try\u2192trie\/tri<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">\u0259\u028a<\/td>\n<td width=\"25%\">oe\/o<\/td>\n<td width=\"50%\">roe\/ro<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">u:<\/td>\n<td width=\"25%\">ue\/u<\/td>\n<td width=\"50%\">glue\/glu, noon\u2192nuen\/nun<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">\u0254:<\/td>\n<td width=\"25%\">au<\/td>\n<td width=\"50%\">haul, draw\u2192drau<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">\u0254\u026a<\/td>\n<td width=\"25%\">oi<\/td>\n<td width=\"50%\">oil, coin\u2192koin<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">a\u028a<\/td>\n<td width=\"25%\">ou<\/td>\n<td width=\"50%\">count\u2192kount, town\u2192toun<\/td>\n<\/tr>\n<tr valign=\"TOP\">\n<td width=\"25%\">\u028a<\/td>\n<td width=\"25%\">oo<\/td>\n<td width=\"50%\">good<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">Some comments.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">1) Most strange is the choice of overlines instead of some symbol that is already found on a normal keyboard, like \u00b4, `, ^, \u00a8, ~.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">2) Inconsistent with the authors claims around the book, this system is not one-to-one, since it has both the redundant Q and X that complicate the rules for \/k\/ and \/w\/ fonemes. They are spelled K and W except when they are together in a syllable, then they are suddenly Q.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">3) System is pretty much identical to New Spelling. Which is good, since it shows that there is generally agreement about which way to move the spelling.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">4) The choice of TT for \/\u03b8\/ is odd. Especially given the author&#8217;s dislike of doubled letters.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">&#8211;<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Let&#8217;sEndOurLiteracyCrisis,2ndRev download ebook free This is an okay book about spelling reform. It includes argumentation for why spelling reform is needed. Some useful literature overview and references. Its tone is not very academic, and its style somewhat bombastic at times. I wud have prefered a more serious book. Still, this may be what is needed [&hellip;]<\/p>\n","protected":false},"author":17,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1660],"tags":[],"class_list":["post-3310","post","type-post","status-publish","format-standard","hentry","category-linguisticslanguage","entry"],"_links":{"self":[{"href":"https:\/\/emilkirkegaard.dk\/en\/wp-json\/wp\/v2\/posts\/3310","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/emilkirkegaard.dk\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/emilkirkegaard.dk\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/emilkirkegaard.dk\/en\/wp-json\/wp\/v2\/users\/17"}],"replies":[{"embeddable":true,"href":"https:\/\/emilkirkegaard.dk\/en\/wp-json\/wp\/v2\/comments?post=3310"}],"version-history":[{"count":5,"href":"https:\/\/emilkirkegaard.dk\/en\/wp-json\/wp\/v2\/posts\/3310\/revisions"}],"predecessor-version":[{"id":3316,"href":"https:\/\/emilkirkegaard.dk\/en\/wp-json\/wp\/v2\/posts\/3310\/revisions\/3316"}],"wp:attachment":[{"href":"https:\/\/emilkirkegaard.dk\/en\/wp-json\/wp\/v2\/media?parent=3310"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/emilkirkegaard.dk\/en\/wp-json\/wp\/v2\/categories?post=3310"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/emilkirkegaard.dk\/en\/wp-json\/wp\/v2\/tags?post=3310"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}