Margaret Moustafa Elba Maldonado-Colon Whole-to-parts phonics instruction: Building on what children know to help them know more Here’s an approach to teaching letter-sound correspondences that is explicit, systematic, extensive, contextually embedded, and meaningful. 448 The Rea 1999 esearchers agree that proficient readers nowledge of letter-sound correspon- dences, and their background knowledge to read (ie., make sense of) alphabetic writing. ‘The area in which there is disagreement is the question of how children who are learning to read an alphabetic script become proficient, in- dependent readers. Today the historic argument between advocates of the phonics approach and advocates of the whole-word approach about how to best teach reading, dubbed “The Great Debate” by Chall (1967), has been replaced by a debate between phonies advocates and whole language advocates on how to best teach letter- sound correspondences in beginning reading instruction—whether to teach in a parts-to whole process, as has been done traditionally, ‘or whether fo teach in context. This article re- views research om this question and describes a new, child-friendly, research-based way of teaching letter-sound correspondences to English- and Spanish-speaking children, which isnot only explicit, systematic, and extensive, but also context embedded and meaningful Research insights Although itis sometimes hard to hear today, there are areas of agreement among re rs Of diverse orientations about how children learnto read. In this section we will cite areas of agreement and review research about how chil- dren acquire a leter-sound system. Areas of agreement among researchers Researchers agree on the benefits of reading to children. Additionally, researchers of diverse orientations agree that in learning to read an alphabetic script * the first print words children learn to ree- ‘ognize—such as their names or the word stop on stop signs—are read holistically, not letter by letter (e.g. Bhri, 1994; Goodman & Goodman, 1979; Gough & Hillinger, 1980; Perfetti, 1985; Smith, 1988); ‘early readers read better in context than outside of context (e.g., Goodman, 196: Nicholson, 1991; Nicholson, Lillas, & Rzoska, 1988; Stanovich, 1991, 1994); and + early readers comprehend print written with familiar language better than print written with unfamiliar language (e.g., Kucer, 1985; Rhodes, 1979; Ruddell, 1965; Tatham, 1970), We can capitalize on these areas of agreement by linking them with research findings on chil- clren’s linguistic and cognitive processes. Linguistic processes. Traditionally we have taught children letter-phoneme corre- spondences, such as the letter I says /V/ (Balmuth, 1982; Smith, 1965; Venezky, 1967). ‘There is a body of research that concludes that children’s knowledge of letter-phoneme corre- spondences is the best predictor of children’s carly reading proficiency. (See Adams, 1990, for a review of this research. ) However, this re- search is correlational, and correlation does not establish causation (e.g., because there is a strong correlation between being in a hospi tal bed and being sick, we cannot assume that being in a hospital bed causes sickness). There is also a body of research that demonstrates that children who have not yet earned to read have difficulty in analyzing spoken words into phonemes (the smallest units of spoken sound, which, if changed, change the meaning of a word, as the /c/ and // in cry and try). (Again, see Adams, 1990, for a review of this research.) Some try to address. this problem by teaching children phonemic ‘awareness, that is, by teaching them to analyze spoken words into phonemes. However, if phonemic awareness is a consequence of be- coming literate, as a growing body of noncor- relational research suggests (Goswami, 1986, 1995; Treiman, 1983, 1985), “cart-before-the-horse” approach Fortunately, there are easier ways for chil- dren to learn letter-sound correspondences. Children who have not yet learned to read can and do analyze spoken words into other, larg- er units of speech. Which unit or units depends ‘on which language. Here we will discuss two languages that use an alphabetic script English and Spanish Children who have not yet learned to read have difficulty in analysing spoken words into phonemes (the smallest units of sound). In English, spoken words can be analyzed into phonemes, into onsets and rimes, or into syllables (Treiman, 1983, 1985). Linguists call ‘onsets and rimes the “psychological units” of spoken English. Onsets are any consonants be- fore a vowel in a syllable; rimes are the vowel and any consonants after it in a syllable. The spoken word smiles consists of an onset, sm, and a rime, filz/. In some English words, such each onset and rime consists of a sin- gle phoneme (onset /b/, rime /a/, onset /b/, rime fe/) In these words it is immaterial if we speak of phonemes or of onsets and rimes. However, in most English words, there is more than one phoneme in at least one onset or rime. Reading teachers have traditionally referred to letter strings that represent multiphonemic ‘onsets as consonant clusters; they have re- ferred to letter strings that represent rimes as phonograms or word families. While English-speaking children who have not yet learned to read have difficulty analy2- ing spoken English into phonemes. they can and do analyze spoken English into onsets and rimes (Goswami & Bryant, 1990; Treiman, 1983, 1985). That is, they have difficulty ana- lyzing the spoken word smiles into its compo- nent phonemes, /s/, mi, fi, Mf, and fz/, even with training, but they ean analyze it into its component onset and rime, /sm/ and /ilz. with- out being taught to do so. English-speaking Whole-to-parts phonies instruction 449,children learning how to read make letter-onset and letter-rime correspondences better than let ter-phoneme correspondences when there is more than one phoneme in an onset or a rime (Goswami, 1986, 1988; Goswami & Mead, 1992; Moustafa, 1995; Wylie & Durrell, 1970). Spanish is not an onset-rime language. That is, Spanish syllables do not divide natu- rally between a syllable-initial consonant and the following vowel. The psychological units of spoken Spanish words are syllables. Whole-to-parts phonic capitalises on children’s knowledge of language and children’s ability to recognise words holistically to teach them to recognise a large body of print words quickly and easily in context via shared reading with predictable text. 450 c Reading Ti ‘Traditionally, instruction in Spanish letter- sound correspondences has been syllablic; that is, teachers teach children sets of syllables that vary by one vowel such as sa, se, Si, 50, st, OF teach children to break print words into sy bles (casa = ca + sa) and recombine the syll bles to make new words (ca + ma= cama: sa + po = sapo). Cognitive processes. Another body of re search has found that young children who have begun to read make analogies between famil- iar and unfamiliar print words to pronounce miliar print words (Goswami, 1986, 1988; Goswami & Bryant, 1990; Goswami & Mead, 1992; Moustafa, 1995). In English, analogies are made at the onset-rime level rather than at the phonemic level (Goswami, 1986, 1988). That is, by learning to recognize the print words small and smile, children figure out that sm- is pronounced /smn/. They then use their knowledge that sm- is pronounced /snv/ to pro- rnounce sm- in other words. Similarly, by learn- ing to recognize the print words part and cart, children figure out that -arr is pronounced Jartl. They then use that knowledge to pro- nounce ~art in other words. Once they know how to pronounce sm- and -art, they can then independently pronounce smart. Because the psychological unit of spoken Spanish is the syllable, we assume that Spanish-speaking children make analogies at the syllabic level. That is, by learning to rec- ognize the print words cacié and comid, chil- dren figure out that co- is pronounced /ko/, and they then use that knowledge to pronounce ¢o- in other words they encounter with co~ Research on children’s use of analogies to pronounce unfamitiar print also tells us that (a) children’s knowledge of analogous print words better accounts for their ability to pronounce ‘unfamiliar print words than their knowledge of letter-phoneme correspondences (Moustafa, 1995), and (b) the more print words children recognize, the better position they are in 10 make analogies between familiar and unfamil- iar print words to pronounce unfamiliar print words (Goswami, 1986, 1988; Moustafa, 1995; Tunmer & Nexdale, 1985). Instruction How can these research discoveries be translated into instruction that helps children learning to read an alphabetic script aequire letter-sound correspondences? One way is whole-to-parts phonics instruction. ‘Whole-to-parts phonics instruction starts, with what emergent readers know and uses what they know to help them know more. It first capitalizes on children’s knowledge of lan- ‘guage and children’s ability to recognize words holistically to teach them to recognize a large body of print words quickly and easily in con- text via shared reading (Fayden, 1997; Heald- Taylor, 1987; Holdaway, 1979; Slaughter, 1983; Trachtenburg & Ferruggia, 1989) with predictable text. It then explicitly and system- atically teaches them letter-sound correspon- ‘ences using sounds they already know in print words they have already learned to recognize so that they can use those letter-sound corre- spondence to figure out how to pronounce un- familiar words they encounter in other stories. ‘Whole-to-parts phonics instruction can be- agin with the teacher reading a predictable story (i.e., a story with natural language where the print and pictures are redundant) such as Mrs. Wishy-Washy by Cowley (1998) or Bears in the Night by Berenstain and Berenstain (1971) to the children as a read-aloud for comprehension her Vol. 52, No.5 February 1999and enjoyment. It can also begin with the teacher teaching the children an age-appropriate song or poem such as “The Eensy-Weensy Spider" or “If You're Happy and You Know It.” ‘The teacher then teaches the children to read the predictable story, song, or poem via shared reading, Alternately a teacher can also provide children with an experience and teach the cl dren, via shared reading, to read their own tation about the experience as in the Language Experience Approach, In shared reading, the teacher points to the text of the predictable story, Language Experi- ence story, song, or poem, word by word, read- ing slowly enough that children can see the connection between print and speech. A mea- sured pace that preserves natural intonation is especially important in classrooms where English language learners and native speakers of English are learning together to read in English. Once the children have heard the sto- ry, song, of poem several times a day over several consecutive days, they tend to sponta neously read aloud with the teacher. Some children may need to be explicitly invited to {join in, but once invited, they do so eagerly. Shared reading is an important part of whole-to-parts phonics instruction. It both demonstrates the reading process to children and establishes a basis for the phonics lessons to come, making the phonics lessons more memorable and, hence, more effective. It also helps children see themselves as readers. This is especially important for children who have had limited experiences in having stories read to them in their preschool years. Once the children know the familiar lan- guage of the story, the teacher provides time for partner reading. The first time partner read- ing is done, the teacher needs to show the chil- dren how to read with partners sitting side by side. Sitting side by side, rather than face to face, ensures that each child is looking at the print right side up. The teacher also needs to demonstrate turn-taking in reading and listen- ing, having one child read the whole story while the second listens, and then having the second child read the whole story while the first listens. The teacher then passes out copies of the text to children in pairs, one book per pair, and has the children take turns reading the complete story, song, or poem to their partner. During the first story, song, or poem that the children learn to read via shared reading, the teacher needs to assess the children’s abil- ity to match spoken and print words one to one, One way to assess one-to-one matching is for the teacher to circulate among the chil- ‘dren during partner reading time and ask each child to put his or her finger under such-and- such a word on the page in front of him or her. ‘Teaching one-to-one matching can be done in- dividually by guiding children’s hands in pointing to print words as they read. It can be done in groups by having “word hunts” where children are explicitly taught to go to the be- ginning of the page and point to each word they say until they get to the word they are looking for. Children quickly acquire one-to- ‘one matching when itis briefly but explicitly taught in the context of shared reading with fa- tmiliar text a few minutes each day for a week or two. Once the children are able to do one-to- fone matching and can read the story by them- selves, whole-to-parts phonies instruction can begin. First the teacher asks the children to ame their favorite words in the story. AS shown in Figure 1. the teacher then writes each word on a separate piece of paper. Standard size photocopy paper cut into two pieces lengthwise or four pieces widthwise works well. After the teacher has written 20 or so die- tated words, he or she teaches the children let- ters that represent the psychological parts of words. The teacher teaching children to read in English highlights letters representing an onset (e.g. sp- in spider), arime (e.g, -erin spider), ‘ora syllable (e.g., der in spider) and tells the children the word and the sounds represented in the highlighted area (e.g. “This word is spi- der and these letters say /sp/") in each word he of she has written and puts the words in a pocket chart or on a moveable Word Wall The teacher teaching children to read in Spanish highlights letters representing sylla- bles (¢.g, hue- or -vo) and tells the children the word and the sounds represented by the high- lighted syllable (e.g. “This word is huevo and these letiers say /wa/") and puts the word in a pocket chart or on a moveable Word Wall. The system of highlighting letters can also be used to teach prefixes (e.g., re- and un), suffixes (e.g.,-ly and -tion), root words (e.g., climb in climbed), and words in compound words (c. Whole-to-parts phonies instruction 451452 Figure 1 ‘A moveable Word Wall in progress after two stories Aa eb ce ba fe O = GQ ctinoos Ft Gg Hh ti i | hands happy Kk u Mim Nn 00 know Pp aq fr ss t —_ @ spider | Q epoui vs w Ww % w w- Wo ©@ = Q we hed @) youre we sun eee The Reading Teacher Vol. 52,No. 8 February 1999base in baseball) as they occur in stories the children learn to read. ‘After one part of each word has been high- lighted, the teacher and children collaborative ly group words where like letters have been highlighted. This collaborative grouping helps children make phonic generalizations based on words they have learned to recognize in con- text. A teacher might first model the grouping by saying to the children “Look, I've high- lighted the w in water and the w in went. I'm going to put these two words together.” The teacher then moves one word under the other and invites the children to group other words with like letters or leter sequences highlight- ed. In teaching the finger poem “The Eensy Weensy Spider,” if the children were to choose the words water, washed, and went and the teacher were to highlight the letter represent- ing the initial onset, w, in each of these words, they would be collaboratively grouped by teachers and children working together. As more and more stories are read, more and more words will be highlighted and grouped. Figure I shows a possible moveable Word Wall in progress that a group of early readers collabo- ratively constructed after learning to read “The Eensy Weensy Spider” and “If You're Happy and You Know It. A flexible system of displaying the high- lighted words facilitates easy grouping and re- ‘grouping of words with similar leter sequences. One simple, inexpensive way to create a move- able Word Wall is to securely attach large plas- tic sheets such as shower curtain liners to the wall at a height that children can reach and at- tach the paper on which the words are written to the plastic surface with transparent. tape. ‘Transparent tape easily rips off and re-adheres to plastic surfaces indefinitely, When multiple pronunciations of given letters or letter strings come up, different col- ors can be used to highlight the various pro- nunciations (e.g., the g in girl and go can be highlighted one color and the g in giant and George can be highlighted another color). As ‘more and more stories are read to, with, and by children, the children learn more and more parts of words as well as multiple ways to pro- ounce given letters and letter strings. ‘As more and more words go up on the moveable Word Wall, there is a danger of ‘words getting lost in a sea of print and of chil- dren forgetting them once they are taken out of context. A little logo on each piece of paper or tag board on which the words are written can help children remember the story, song, or poem where they encountered the word. This ily accomplished by photocopying a pic- ture on blank photocopy paper or tag board. As shown in Figure 2, a teacher teaching children to sing and read “The Eensy Weensy Spider” can prepare for the whole-to-parts phonics part of the lesson using transparent tape to tape identical pictures ofa spider along the left side of the paper, photocopying the paper, cutting the photocopied pages into strips with one logo each, and writing the words the children choose on these strips. ‘The full cycle of whole-to-parts phonies in- struction beginning with shared reading and ending with grouping words with similar leters highlighted may initially take up to 2 weeks of daily reading instruction per story. However, as children master one-to-one matching first few stories, the pace will pick up to about a week of daily instruction per story. As more and more stories are studied, the Word Wall will become crowded. Eventually, it will become necessary to archive some print ‘words to make room for new ones. One strate- gy could be to put the archived words on rings, fone letter-sound pattern per ring, and place the rings at centers for children to manipulate. ‘Teachers preparing to teach whole-to-parts phonics for the first time might prepare by think- ing ahead as to what parts of words they would highlight when their students choose words from the passage they have learned to read. Appendix A is “The Eensy Weensy Spider” in English, and Appendix C is “Hallando un Huevo" in Spanish. Beginning teachers can use these poems to practice possible letters or letter sequences to highlight. Appendixes B and D I possible letter sequences that might be high- lighted as well as some that are not recommend- ed for highlighting. More than likely, the children will not ‘choose all the words in a story, song, or poem they have learned to read, and there is no need for them to do so. Similarly, it is not necessary for the teacher to teach all the parts of each ‘wort the children choose to study. The objec~ tive is to teach the alphabetic principle, that letters represent speech sounds, and to do so using words in which the children have own- Whole-to-parts phonies instruct 453,Figure 2 ‘The photocopy master sheet for “The Eensy Weensy Spider’ Lengthwise: ‘we we <— Cuthere after photocopying. Widthwise: ww we ‘e we Cut here after photocopying, ership. Any letter-sound correspondence that ‘occurs frequently enough to be worth teach- ig will reoccur naturally as the children learn to read more and more print words in more and ‘more stories, songs, and poems. Any word that the children choose from the story can be used to teach the alphabetic principle. ‘A teacher working with emergent readers may choose to highlight more frequent or less complex letter-sound correspondences such as the w in washed, water, and went, the s in sun, or the c in came. As emergent and early readers have more and more experiences with shared reading with more and more stories, songs, and poems, the teacher may highlight less frequent or more complex letter-sound correspondences such as the -ent in went or the sown in down. As children move beyond Teacher Vol. $2, No.5 February shared reading and are capable of doing guid- ed reading with carefully chosen stories, the teacher may continue whole-to-parts phonies instruction, However, as children become in- dependent readers, the need for whole-to-parts phonics instruction ends, and instructional time is better spent on other learning actvitie Publishers can support whole-to-parts phonics instruction by providing attractive, bigismall book sets of predictable stories for shared and partner reading. They can also pro- vide photocopy masters with identical pictures from each story on the left side of the page as in Figure 2 and provide reference materials for new teachers showing which letters could be appropriately highlighted in the words in each story as in Appendixes B and D. 199Summary In summary, whole-to-parts phonies in- struction is based on the generally agreed-on principles that * the first print words children learn to ree- ognize are recognized holistically, * children who are learning to read recog- nize print words better in the context of familiar language than outside of such context, + in learning to read English, children are better able to make letter-onset and let- ter-rime correspondences than letter- phoneme correspondences where there is more than one phoneme in an onset or a rime: in learning to read Spanish, chil- dren are better able to make letter-sylla- ble correspondences than letter-phoneme correspondences, and + children make analogies between familiar and unfamiliar print words to pronounce unfamiliar print words, and the more print words they recognize the better po- sition they are in to make analogies. Whole-to-parts phonics instruction differs from traditional parts-to-whole phonics in- struction in several ways: It grounds instrue- tion in letter-sound correspondences in a ‘meaningful context; it builds on the spoken language children already understand rather than on letter-sound correspondences they don't yet understand; it teaches the parts of the words after a story has been read to, with, and by children rather than before the story is read; it uses print words children have learned to recognize via shared reading rather than print words children may not yet recognize; it teach- 5 letter-sound correspondences using units of spoken language familiar to children (i¢.,.on- sets, rimes, and syllables in English; syllables in Spanish) rather than units of speech unfa- miliat to children (i.e., phonemes). Yet, like traditional phonics instruction, whole-to-parts phonics instruction is explicit, systematic, and extensive. ‘Whole-to-parts phonics instruction is an instructional strategy that addresses the con- ccems of both sides in the “great debate” while being true to what we now know about how children learn a letter-sound system. It is a method that may enable us to finally move be- yond the great debate into a new era of con- Sensus on beginning reading instruction, Moustafa teaches courses in literacy educa. tion at the Charter School of Education at California State University at Los Angeles. Maldonado-Coton teaches courses in lan- guage and literacy development at San José ‘State University in San José, California, USA. Moustafa can be contacted at 9782 Avenue Monterey, Cypress, CA 90630, USA. Roterences ‘Adams, M (1980). Boginning o read: Thinking and leam- ing about print. Cambridge, MA: The MIT Press. ‘Balmuth, M. (1982). The roots of phonics. New York: ‘Teachers College Press, Berensiain, S., & Berenstain, J. (1971). Boars in the night New York: Random House. Chall J.S. (1987) Learning to read: The great debate. New York: MeGrasr- Hil Conley, J (1896). Mrs. Wishy-Washy. Bothell, WA: The ‘wright Group. Ehri, L.C. (1984). Development of the ability 1o read words: Update. In R. Rude, M. Ruddel, &H. Singer (Eds,), Theoretical models and processes of reading (4th od. pp. 929-359). Newark, DE: International Reading Association Faydan, T. (1997). Whats tho effect of shared reading ‘on rural Native American and Hispanic Kincergarton chikicon? Roading Improvement, 24, 2~ 20. Goodman, K. (1968). A linguistic study of cues and mis ‘cues in reading, Elementary English 42, 639 ~ 643, Goodman, K & Goodman, ¥ (1979). Laeming to road is natural. In L.B. Resnick & P.A. Weaver (Eds.), Theory ‘and practice of early reading (Vol 1, pp. 137 154). Hillsdale, WU: Exbaum. Goswami, U. (1986). Chilaren's use of analogy in learn jing to'read: A developmental study. Journal of Experimental Chit Psychology, 42, 73-83. Goswami, U. (1988). Orthographic analogies and reading evelopment. The Quarterly Journal of Experimental Psychology, 408, 239 ~ 268, Goswami, U., & Bryant, P. (1950). Phonologicel skis and Tearing read, Milsdale, NJ: Erlbaum. ‘Goswami, U., & Moad, F. (1992). Onset and rime awave- ness and analogies in reading, Reading Research ‘Querteriy, 27, 150~ 162. Gough, P18. & Hilinger, ML. (1980), Learning to read: ‘An unnatural act. Bulletin of the Orton Society, 20, ‘0-196. Heald- Taylor, G. (1987). How to use predictable books for k=2 language ats instruction. The Reacing Teacher, 40, 656 ~ 861 Holdaway, D. (1978). The foundations of siteracy. Portsmouth, NH: Heinemann, ucer, $B, (1985). Preditablty nd readability: The samo ‘ose with different names? In M. Douglass (Ed), Claremont Reading Conference 49th yoarbook (02. 229 ~ 6). Claremont, CA: Claremont Graduate Scho) Moustafa, M. (1995). Childron's productive recoding. ‘Reading Research Quarterly. 90, 464~ 476. Nicholson, T- (1991). Do children read words better in Contoxt or in sts? A classic study revisted. Journal of ‘Educational Psychology. 83, 444 ~ 450 [Nicholson T.,Lilas, C.,& Rzoska, M.A. (1988), Have we ‘been misied by miscues? The Reading Teacher, 42, 6-10, Whole-to-parts phonies instruct456 Perfetti CA. (1986). Reading ability. New York: Oxford University Press Rhodes, LK. 1976). Comprehension and predictability. ’An analysis of begining reacing materials, In. Harste {2 R. Carey (Eds), Now perspectives on comprehen: sion (pp. 100~ 130). Bloomington, IN: School of Education, Indiana University uel . (1965). The effect of oral and writen patterns ‘of language structure on reading comprehension. The Reading Teacher, 18,270 ~ 275. Slaughter, J.P. (1863) Big Books for ite kids: Another “ad or anew approach for teaching beginning eading? The Reading Teecher, 6, 758-781, ‘smith, F. (1988). Undevsianding reading (Ah ed.) Hillsdale, NJ: Erbaum. ‘smith, NB. (1965), Amorican reading instruction: Its de velopment ands significance in ganing a perspec tive on current practices In reading. Newark, DE International Reading Association. ‘Stanovien, KE (1981). Word recognition: Changing per ‘spective. In RBar, ML. Kamil P. Mosenthal,& PD. Pearson (Eds.), Handbook of reading research, Vol. 2 (pp. 418 452), Hiledale, NJ Erlbaum. Appendix A “The Eensy, Weensy Spider” The eonsy, weensy spider climbed up the water spout Down came the rain and washed the sper out Up came tne sun and dried up all the rain. And the eensy, weensy spider went up the spout again. The Reading Teacher Vol. 52, No. 5 Stanovioh, K.E, (1994). Romance and reality. The ‘Reading Teacher 47, 280-201 ‘Tatham, S. (1970), Reading comprehension of materials ‘written with select oral language patterns: A study at ‘grades two and four. Reading Research Quarterly, 5, 402 ~ 426, ‘Trachtenburg, P. & Ferruggla, A. (1988). Big Books from Ite voices: Reaching high isk beginning readers. The Reading Teacher, 42, 284 ~289, ‘Treiman, A. (1863), The structure of spoken syllables: {Evidanco om novel word games. Cognition, 15,49 ~74. ‘Treiman, R. (1985). Onsets and rimes as units of spoken ‘ylables: Evidence trom children. Journal of Exporimontal Psychology, 39, 161 ~ 181 ‘Tunmar, W-E., & Nesdale, A.A. (1985). Phonemic seg: ‘mentation skill and begianing reading. Journal of Ecucaional Psychology, 77, 417 ~ 427 Venezky, FL. (1967). Engish orthography: It graphical ‘ructure and its elation to sound. Reading Research Quarterly, 2,75~ 106. Wile, FLE,, & Duel, D.D. (1970). Teaching vowelsthrough ‘phonograms. Elomontary Engh, 47,787 ~ 731Possible letters and letter sequences for highlighting from Appendix B “The Eensy, Weensy Spider” Possible letters to highlight Letters not - a — recommended Letters representing Other salient for onsets Times letter sequences _ highlighting the thie thie) eensy ecnisly [eenjsy, eensly] eon|sy] leelnsy weensy fwjeensy wleen)sy weenlsly weensly} spider Isplider splilder spilder] [slpider spildler spidler] siplider climbed [ellimbed climbed [climbed [cllimbed up (up) (up utp) water Iwlater walter walter watler] walter] wate] spout [spout spfout] [slpout, spfoust down Idjown ‘fown] dlowin came [lame fame] clalmte} rain ain rlain] fain and [ang] {alnd, ain] washed Iwlashed washjed wafshled, out [out sun [stun sfun] stuln dried [dried drlied] drfiela all fall felt, at) went went ‘wlent] wwlenit again alglain [algain, aglain) agtailn Appendix C fallando un Huevo” “Finding an Egg” Este nifio hall un huevo. This litle boy found an ogg, Este lo cocio. Ths one cooked it. Este o pelo. This one peeled it. Esto le hecho la sal This one salted it. Este gordo chaparrito se lo comi6. This fat ite one ate it Ledié sed He became thirsty yy se fué a buscar agua. {and he went to look for water. Buscd y bused He looked and looked yaqui halld and here he found it ytomé y tomé y tom6, land drank and drank and di rank. Whole to.parts phonies instruction 457Appendix D Possible letters and letter sequences for highlighting from “Hallando un Huevo” Print Possible letters Letters not recommended word to for highlighting Este (Este, Estte] [elste, [site esite, este) niio {ni}, niffio} [nlifo, nfo, niféJo,nifio) hallo [hale, hatte] Injalle,hlaln6, hallo, nalfo} un {un} {un ula huevo huevo, hue|vo} [n]uevo, hfuelvo, hue(vjo, huevio] lo to} flo, to coc footcié [clocié, cfoleis,colctis, coca] pelo [pen6 {pets plel6, pel, pelfé} hheché Thejché, hefché] InJechd. hfeleh6, nefen}6, hech(o) a (al Ma, ta) sal [sail [slat sf, sa gordo [aorido, gortéo} [glordo, gfor}do, gorid}o, gordo} cchaparrito [chalparrito, chafpajrrito, [chlapartto, chfalparrito, ‘chapalrrito, chaparrito] cchalplarrito, chapjalrrito se [se] Isle. slel ‘comid [oolmi6, cofmi} [clomio, cfolmis, colmlio, coms 6 {aia} [ei6, a, a6) sed [sed] Isled, sled, seld} fue {tue} (tue, flue} buscar [buslcar, buscar] [bjuscar, blulscar, bufsjcar, bus{elar agua {algua, algual alglua, aglual bused [us}ed, busied) [luscd, bfulsc6, bufsicé, bus{cl6 aqui falqui, algui afalui, aqtul tome fto}mé, tofme] IHlomé, tlolm6, toms, tonto} 458 The Reading Teacher Vol. 5 February 1999