"Spelling is so multidimensional," said my friend. "There's grammar here, etymology, lexical phonology, and prosody.""It's everything," I agreed. "Spelling is never just spelling."
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How many teachers get defensive when caught in an error by a student? The alternative is so much more fun.
"Research shows that dyslexic children need systematic instruction. Do you agree with this, and how do you address that in your approach?"
Of course, when you see that list, you can see that the word grapheme literally – LITERALLY literally – already means 'marker.'
Even before my days with word sums and matrices, it used to frustrate me to find that published phonics word lists always – not frequently, but always – mixed up various patterns featuring two of the same consonant in a row.