Lesson 32. This lesson consists of a review of short vowel words with the consonant digraphs learned in the previous lessons. S-H, C-H, and W-H. Have the pupil read the words and, for homework, write them. The words in the left-hand column are cash, what, ship, rich, shut, dish, chill, wish, rush, quen, dash, mush, chum. The words in the middle column are fish, chop, shop, much, rash, which, shell, when, chick, such, shed, shun, chip. And the words in the right hand column are chess, shock, chuck, shack, chug, what, chin, checks, which, ash, shot, chap, whip. Lesson 33. This lesson is comprised of practice sentences using words with consonant digraphs. Have the pupil read them and, for homework, write them. By now the pupil should have been taught the cursive forms of all 26 capital letters. If not yet done, then this is the time to do it. Lesson 34. At this point, introduce the tenses, cursons, and spelling forms of our two common verbs, have and be. The pupil is already familiar with the words am, is, was, has, had. The words have, are, they, were, you are common words but vary in pronunciation with the other words in their spelling families. The sole purpose of this lesson is merely to expand the pupil's ability to read more interesting sentences. However, these words will be more thoroughly studied when we take them up in their own spelling families. Have the pupil read the words and for homework, write them. Lesson 35. This lesson consists of practice sentences using the words learned in lesson 34. Have the pupil read the sentences and write them for homework. Lesson 36. Here we introduce the contraction. That is, two words contracted into one. For example, is not is contracted into isn't. Cannot into can't. Has not into hasn't. It is into it's. Let us into let's. And did not into didn't. Note that an apostrophe is used to indicate where the contraction took place or which letter is left out. Have the pupil read the words and, for homework, write them. Lesson 37. This lesson consists of sentences using contractions. Point out that the apostrophe has two uses. In the word isn't, the apostrophe denotes the contraction. In the word pegs, P-E-G apostrophe S, we denote possession, something belonging to peg. Have the pupil read the sentences, and for homework, write them. Lesson 38. In this lesson, we introduce the pupil to many two-syllable words composed of simple short vowel syllables. A syllable is a unit of speech with only one vowel sound in it. It can have consonant sounds, but only one vowel. Have the pupil read the words first as hyphenated syllables, then as whole words. For example, hot dog, hot dog, box top, box top, zig zag, zig zag, cat nip, cat nip, and so on. This will convey how multisyllabic words are constructed and how we read them by recognizing their syllabic units. With practice, this process becomes so automatic that we can read most multisyllabic words with instant recognition. It is only when we encounter difficult new multisyllabic words, like many of the new pharmaceutical terms, that we have to consciously break up the word into syllables so that we can read it correctly. Once we know how to pronounce the word correctly, with repeated usage we can easily develop an automatic correct reading. This lesson also provides us with a good time to test After the pupil has become familiar with the words, give a spelling test. The results will tell you how well the pupil has learned the alphabetic principle. If you detect any weaknesses, go back to previous review lessons to improve the pupil's proficiency. For homework, have the pupil write the words. Lesson 39. Here we have practice sentences with some of the two-syllable words learned in Lesson 38. Have the pupil read the sentences and, for homework, write them. You can follow up this lesson with some dictation. Lesson 40. Here we introduce the sound of the letter A as aw, as in all, ball, call, and the other double L words in this spelling family. Explain that the letter A stands for more than one sound. The pupil already knows the short A, or ah, sound, as in al, cal, gal, hal, and pal. But when two Ls follow the A, we get all, ball, call, fall, etc. Have the pupil read the words and the sentences. For homework, have the pupil write both. Lesson 41. In this lesson, we introduce the NG or ng consonant blend, which we find at the end of such words as sing, rang, lung. Explain that a blend is bringing two sounds closely together so that they seem to be one sound, but when you listen to them carefully, you can hear the two separate sounds. In the case of NG, you hear the ng blending right into the g so that you get ng. Expand the pupil's reading vocabulary with the ng words in this lesson. Have the pupil read across as well as down the columns so that he or she will hear the contrasting short vowel sounds as an ang, ing, ong, ung, or bang, bing, bong, lung. For homework, have the pupil write the words. On page 58, introduce the word Washington as shown, divided into three syllables. First, ask the pupil if he or she can figure out the word without your help by simply sounding out the syllables and putting them together. Notice the doubling of the final consonant letter on most short vowel words when ING is added. Have the pupil read the words and for homework, write them. Lesson 42. This lesson consists of practice sentences with I-N-G words. Have the pupil read them, and for homework, write them. Lesson 43. This is a review of the final consonant blend, N-D. N-D. Expand the pupil's reading vocabulary with the N-D words in this lesson. Introduce final consonant blend n-t, n-t. Teach the n-t words in the lesson. Note that the pronunciations of want and wand are slightly different from the other words in their spelling family. The letter W seems to alter the sound of short a whenever it precedes it. It's probably because it's easier to say want than want. It certainly sounds better. In any case, have the pupil write the words for homework. Lesson 44. This lesson is comprised of sentences with N-D and N-T words. Have the pupil read them, and for homework, write them. Lesson 45. In this lesson, we teach the syllable E-R, or ER, which is really a variant R sound. The E in ER is also considered a distinct vowel sound, but it is too minor to be taught as such. Since in ER, it is virtually impossible to separate the sound represented by E from the R. Show the pupil how by adding ER to many already known words, the pupil can expand his or her reading vocabulary to include many new words. have the pupil read the words and sentences and make up others. For homework, have the pupil write both the words and sentences. Lesson 46. Here, introduce the pupil to final consonant blends, NK, NK, as in tank, sink, junk, NC, as in zinc, and NCH, as in ranch, inch, and lunch. Have the pupil read the words and for homework write them. Lesson 47. This lesson is comprised of sentences containing words with the final consonant blends learned in lesson 46. Lesson 48. Introduce the following final consonant blends. CT as in act, Fact, duct, ST as in left, gift, raft, PT as in apt, and XT as in next, and text. Have the pupil read the words and sentences. Some of the words, such as pact, tact, and apt, may be new to the learner. Discuss them and use them in appropriate sentences to demonstrate their meanings. For homework, have the pupil write the words. Lesson 49. Introduce the following final consonant blends. SK, sk, as in ask, desk, risk, SP, as in gasp and lisp. S-T as in best, list, and rust. Have the pupil read the words and discuss those which are new to the pupil. For homework, have the pupil write the words and sentences. Lesson 50. Introduce final consonant blends L-B as in bulb LD as in held, LF as in self, LK as in milk. The words bald, calf, half, talk, and walk are in boxes because they are pronounced differently from what their spellings suggest. However, since there are no other words in English that can be represented by these spellings, The pupil should have no trouble learning to read them and spell them. Have the pupil read the words and, of course, write them for homework. Lesson 51. Introduce final consonant blends L-M, as in film, L-T, as in help, and L-T, as in tilt. Have the pupil read the words and write them for homework. Lesson 52. Introduce final consonant blend MP. MMP as in camp and jump. Have the pupil read the words and write them for homework. Lesson 53. Introduce final consonant blend TCH. The TCH blend is really a spelling variant of the consonant digraph CH. Rich, R-I-C-H, rhymes with itch, I-T-C-H. Much, M-U-C-H, rhymes with hutch, H-U-T-C-H. Have the pupil read the words in the lesson and explain the meaning of new words. Explain also that there are variant spellings for the same sounds in English. Just as K and CK stand for the same sound, so do CH and TCH represent the same sound at the ends of words. Explain that CH sometimes also stands for the K sound. We shall take that up in lesson 127. Have the pupil read the sentences. Note the irregular pronunciation of the A in WATCH. For homework, Have the pupil write the words and sentences. Lesson 54. Introduce final consonant blend D-G-E as in the words edge, badge, fudge. It is a variant spelling of the soft G. Have the pupils read the words and sentences and write them for homework. Lesson 55. Introduce final consonant blends N-C-E and N-S-E. Nce, as in sense, dance, rinse, sense. Have the pupil read the words and sentences. Note that O-N-C-E is pronounced once and rhymes with dunce. Have the pupil write the words and sentences for homework. Lesson 56. Here we have a review of final consonant blends in one-syllable short vowel words. See how many the pupil can read without any help. Have the pupil write them for homework. Lesson 57. Many two-syllable words are composed of simple short vowel words and syllables combined with other short vowel words and syllables. In this lesson, Many of these words and syllables have final consonant blends and digraphs. Have the pupil read the words first as syllables, then as whole words, as, for example, contest, contest, sandwich, sandwich, selfish, selfish, et cetera. For homework, have the pupil write the words first as separate syllables than as whole words. Lesson 58. Introduce initial consonant blends BL as in bless and BR as in bran. Have the pupil read the words and discuss those that are unknown to the pupil. For homework, have the pupil write the words. Lesson 59. Introduce initial consonant blends CL as in cliff, and CR as in crab. Have the pupil read the words and discuss those that are unknown to the pupil, using them in appropriate sentences to demonstrate their meaning. For homework, have the pupil write the words. Lesson 60. Introduce initial consonant blends DR as in draft, and DW as in dwell. Have the pupil read the words and write them for homework. Lesson 61. Introduce initial consonant blends FL, as in flat, and FR, as in frog. Have the pupil read the words and write them for homework. Lesson 62. Introduce initial consonant blends GL, as in glad, GR as in grab and GW as in Gwen. Have the pupil read the words and write them for homework. Lesson 63. Introduce initial consonant blends PL as in plan and PR as in prep. Have the pupil read the words and write them for homework. Lesson 64. Introduce initial consonant blend SL, as in sled, slant, slump. Have the pupil read the words and write them for homework. Lesson 65. Introduce initial consonant blends SHR, as in shred, SM, as in smell, and SN, as in Snap. Have the pupil read the words and write them for homework. Lesson 66. Introduce initial consonant blends SP as in spell and SPR as in spring. Teach as in previous lessons. Lesson 67. Introduce initial consonant blends ST as in step, and str as in strand. Teach as in previous lessons. Lesson 68. Introduce initial consonant blends sw as in swim, sc as in scan, sk as in skip, and scr as in scrub. as in previous lessons, discussing those words the pupil may not be familiar with. Lesson 69. Introduce initial consonant blends TR, as in trim, THR, as in thrill, and TW, as in twin. Have the pupil read the words and write them for homework. The pupil may not know the meaning of such words as thrall or twit. Spend a little time discussing them. Lesson 70. This is a review of all of the consonant blends learned thus far. They are all short vowel words. Have the pupil read them and write them for homework. Lesson 71. The sentences in this lesson contain only those words and sounds learned thus far. Have the pupil read them so that you can evaluate his or her progress. If you detect any weak spots, go back to previous drills for reinforcement. However, move as rapidly as you can into the next series of lessons, which take up the long vowels. Lesson 72. Here we teach our first long vowel, long A. Have the pupil read the short A words in the left-hand column and then show how we can transform them into long A words by adding the silent E. Thus, at becomes ate, hat becomes hate, fat becomes fate, etc. All of the long vowels are pronounced the same as their letter names. A, E, I, O, U. In the lessons that follow, we will take up the different spelling forms of the long vowels. Have the pupil write the words for homework. Lesson 73. Introduce all of the long A words in this lesson. All of these words are spelled long A, consonant, and silent E. Have the pupil read the words and write them for homework. Note the three words in boxes, ache, are, and have. The C-H in ache stands for the K sound. Are, A-R-E, rhymes with car. Have, H-A-V-E, although it is in the cave save spelling family, is pronounced have. There is no word in English pronounced haves. However, as a syllable, H-A-V-E is pronounced haves in the word behave. Lesson 74. This lesson is comprised of sentences with long A words. Have the pupil read them and write them for homework. Lesson 75. There is a second spelling for long A. AI. In this lesson we take up one syllable words with the AI spelling. Have the pupil read the words and write them for homework. Explain that the reason why we have more than one way to spell long A is because there are many words in English that sound alike but mean different things. For example, made, M-A-D-E, is quite different in meaning from maid, M-A-I-D. When you say the maid made the bed, others can understand what you mean because of the context. However, merely saying the word maid by itself doesn't tell the listener which maid you're referring to. However, when you write the word, its spelling tells you exactly which maid you are talking about. Lesson 76. This lesson is comprised of sentences with long A words spelled A-I. Have the pupil read the sentences and write them for homework. Lesson 77. Introduce long A spelled A-Y and E-Y. Have the pupil read the words and write them for homework. Lesson 78. Here are sentences with words in which long A is spelled A-Y and E-Y. Have the pupil read the sentences and write them for homework. Lesson 79. It may come as a surprise that there are words in which long A is spelled even without the letter A, as we see in this lesson. Here, in such words as rain, vein, and veil, the long A is spelled E-I. and in words like weigh, slay, and ate, long A is spelled E-I-G-H. Have the pupil read the words and sentences in the lesson and write them for homework. Lesson 80. This lesson is a review of long A words in their different spelling forms. Have the pupil read the words and write them for homework. Lesson 81. Here we present long A words that sound alike but have different meanings. The spellings indicate the intended meaning. Discuss the different meanings. Have the pupil read the words and write them for homework. Lesson 82. Here we have two-syllable words with long A syllables combined with short vowel syllables as well as other long A syllables. Have the pupil read the words and write them for homework. Lesson 83. Here we take up another vowel sound, or, as spelled A-U and A-W. We've already learned one spelling of or in lesson 40, where we learned that A followed by double L is pronounced or as in all and tall. In this lesson, we take up words in which aw is spelled A-U and A-W. Have the pupil read the words and write them for homework. Note that the word aunt is boxed because its pronunciation varies from the other words in its spelling family. This word is pronounced differently in different regions. In New England, it is pronounced aunt. Elsewhere it is pronounced with a short a as and. You might use this opportunity to discuss regional pronunciations and the advantage of a common spelling system in English that enables us to understand anything written in English no matter how differently the words are pronounced by the writer. Lesson 84. Here we have sentences with the AU and AW spelling forms. Have the pupil read the sentences and write them for homework. Lesson 85. Here we take up another vowel sound, ah, as in car, arm, and father. Have the pupil read the words and write them for homework. Note the pronunciation of Q-u-a-r-t. It is quart, not quart. Although I'm sure that somewhere in Britain or Ireland, some people say a quart of milk. Pronounce the word as it is normally pronounced in your region. Lesson 86. Here we have sentences that include many AR words. Have the pupil read them and write them for homework. Introduce long E as spelled E-E or double E. This is the most common spelling of long E. Have the pupil read the words and write them for homework. Note the single E words, be, he, me, we, and she. Also, B-E-E-N is usually pronounced bin. Note the K-N spelling in knee, K-N-E-E. We will take up the K-N as representing the N sound in lesson 122. Lesson 88. Here we have sentences with long E words spelled double E. Have the pupil read them and write them for homework. Lesson 89. Introduce long e as spelled E-A. This is the second most common spelling of long e. Have the pupil read the words and write them for homework. Note the words in the boxes. They vary in pronunciation from the other words in their spelling families. Note that words like lead and led, both spelled L-E-A-D, and read and read, both spelled R-E-A-D, must be seen in a sentence or with a modifying word to be accurately understood. But their spellings do limit the possibilities of meaning. For example, the word led, spelled L-E-D, will not be confused with the metal lead, spelled L-E-A-D. Likewise, the color red, spelled R-E-D, will not be confused with red, the past tense of read, spelled R-E-A-D. Also, the words stake and break are easy to remember because there are no words such as steek or breek in English. Lesson 90. Here we have sentences with long e words spelled with double e and ea. Have the pupil read them and write them for homework. Lesson 91. Introduce long e spelled e consonant silent e. There aren't too many words in this group. Note the exceptions. there, where, were, and I. Have the pupil read the words and sentences and write them for homework. Lesson 92. Introduce long E as spelled I-E. Have the pupil read the words and sentences and write them for homework. Note that F-R-I-E-N-D, friend, rhymes with mend. The pupil should have no trouble learning to read this word correctly since there is no word in English pronounced freened. As for the word receive, teach the spelling rule I before E except after C. Lesson 93. Introduce long E as spelled Y. This spelling of long E as Y generally appears at the ends of two-syllable words as shown in the lesson. Have the pupil read the words and write them for homework. Note that B-U-S-Y is pronounced busy. P-R-E-T-T-Y is pronounced pretty. M-O-N-E-Y is pronounced money. A-N-Y is pronounced any. And M-A-N-Y is pronounced many. Lesson 94. This lesson is comprised of sentences with words in which long e is spelled y. Have the pupil read the sentences and write them for homework. Lesson 95. In this lesson, teach the pupil that when we wish to write the plural form of a word that ends with y, we change the y to i-e-s. Thus, singular baby, b-a-b-y, becomes plural babies, B-A-B-I-E-S. Singular berry, B-E-R-R-Y, becomes plural berries, B-E-R-R-I-E-S. Have the pupil read the words and write them for homework. Lesson 96. This lesson is comprised of long e-words in their variety of spelling forms. Have the pupil read the words and write them for homework. Lesson 97. Here we have sentences with long E words. Have the pupil read them and write them for homework. Lesson 98. Introduce the word I, first person singular, which is always spelled in its capital form. Then introduce long I spelled as I consonant silent E, Y, and IE. have the pupil read the words and write them for homework. Note that the word climb, C-L-I-M-B, has a silent B, and the word knife is spelled with K-N. Also, G-I-V-E is pronounced give. There is no word guive in English, so the pupil will have no problem remembering its proper pronunciation. L-I-V-E, can be read both as live and live, depending on the context in which it is used. Lesson 99. Here we have sentences with long I words. Have the pupil read them and write them for homework. Lesson 100. Introduce long I as spelled I-G-H in such words as high, sigh, fight, light, bright, etc. Have the pupil read the words and sentences and write them for homework. Lesson 101. Introduce the or sound spelled O-U-G-H and A-U-G-H as in such words as ought, bought, thought, and caught, taught, and daughter. This spelling of or is an archaic one, but is easily learned because of its distinctiveness. Have the pupil read the words and sentences and write them for homework. Lesson 102. The F sound is sometimes spelled G-H as in the following words, rough, tough, cough, laugh, laughter. The word D-R-A-U-G-H-T is pronounced draft and is the British spelling for draft, D-R-A-F-T. Have the pupil read the words and sentences and write them for homework. Lesson 103. Introduce long O spelled O consonant silent E. Note that come and some are in the home dome spelling family. Also note the pronunciations of one, done, none, once, gone, dove, love, glove, shove, and move. Have the pupil read the words and write them for homework. Lesson 104. Here we have sentences with long O words. Have the pupil read them and write them for homework. Lesson 105. Introduce long O spelled OA, as in such words as oat, boat, coal, road, toast, etc. Notice that in the word broad, B-R-O-A-D, the O-A sounds more like aw than oh. Have the pupil read the words and sentences and write them for homework. Lesson 106. Introduce long O spelled O-W, as in such words as bow, low, row, show, flown, bowl. Have the pupil read the words and sentences and write them for homework. Lesson 107. Introduce long O spelled simply O, as in such words as old, cold, host, go, no. Note the pronunciations of cost, lost, boss, moss, and toss, in which the O is pronounced aw. Have the pupil read the words and sentences and write them for homework. Lesson 108. Here we have a group of words in which double O, single O, and OU are pronounced oo. In such words as who, you, youth, do, to, spelled T-O, to, spelled T-O-O, and to, spelled T-W-O. Explain the meanings of the three twos. T-O is a preposition used to give contextual meaning to other words. T-O-O means also. And T-W-O is the spelling for the numeral two. Have the pupil read the words and sentences and write them for homework. Lesson 109. Here we introduce the double O spelling form that stands for two vowel sounds. U as in good and U as in food. A good way to remember the two sounds is to remember the phrase good food. The upper part of the lesson lists words with the U pronunciation as in zoo and the lower lists words with the U pronunciation as in wood. Note the exceptions door and floor. Also, although S-P-O-O-K is in the look, took spelling family, it is pronounced spook. Remember, the spoken word is the key to the pronunciation of the written word. Have the pupil read the words and write them for homework. Lesson 110. Here we have sentences including words from Lesson 109. Have the pupil read them and write them for homework. Lesson 111 Introduce the uh sound, spelled O-U-L-D, as in could, would, and should, another old English spelling. Obviously, in some distant past, these words were pronounced differently, but their spellings have remained the same. but they are common words and their spelling is distinctive and easily learned. Have the pupil read the words and sentences and write them for homework. Lesson 112. Introduce the ow sound as spelled O-W and O-U. In addition to the five long vowels and five short vowels, there are other vowels and ow is one of them. Owl is spelled O-W in such words as cow, clown, tower, crowd. It is spelled O-U in such words as couch, cloud, found, sour, house. The exceptions in those spelling groups are touch, T-O-U-C-H, rough, R-O-U-G-H, your, Y-O-U-R, wound, W-O-U-N-D, and a few others. Have the pupil read the words and write them for homework. Lesson 113. This lesson is comprised of sentences with words from Lesson 112. Have the pupil read the sentences and write them for homework. Lesson 114. Introduce the vowel sound oy and its two spelling forms, oy as in boy, and O-I as in oil. Have the pupil read the words and sentences and write them for homework. Lesson 115. Introduce long U spelled U consonant silent E as in such words as use, cube, cute, June, etc. Have the pupil read the words and sentences and write them for homework. Lesson 116. This lesson introduces two more spellings of long U. U-E, as in cue and blue, and U-I, as in juice and fruit. Have the pupil read the words and sentences and write them for homework. Lesson 117. Here are two additional ways long U is spelled. E-W, as in few and chew, and e-u as in feud and deuce. Have the pupil read the words and sentences and write them for homework. Lesson 118. In this lesson we take up the er sound, as spelled e-r in term, i-r in bird, u-r in nurse, E-A-R in learn or O-R in work. Have the pupil read the words and sentences and write them for homework. By studying the words in their spelling families, the pupil will learn to spell them correctly. Lesson 119. Here we take up words ending in L-E as in cable, bubble, drizzle, little, jungle, temple, candle, etc. Have the pupil read the words and sentences and write them for homework. Note the words like hustle and wrestle with the silent t. Lesson 120. The consonant sound th is not only spelled f, but also spelled ph. Introduce the pupil to the ph words in this lesson. have the pupil read the words and make up sentences using the words. Lesson 121. There are many words in our language from Latin which maintain their Latin spellings, but have been anglicized in pronunciation. For example, in words like nation and station, the T-I stands for shh. In the word special, the C-I stands for sh. In the word mission, the S-I stands for sh. In the word capture, the T-U stands for ch. And in the word pleasure, the S-U stands for the zh sound, for which there is, in our alphabetic system, no symbol other than the dictionary designation of Z-H. Have the pupil read the words in the lesson and make up sentences using them. Lesson 122. Here we take up words in which the sound of M is spelled K-N, as in knowledge and kneel. Have the pupil read the words and make up sentences using them. Lesson 123. Here we take up words in which the sound of M is spelled M-B, as in dumb, lamb, comb, plumber, etc. Have the pupil read the words and make up sentences using them. Lesson 124. Silent H. In words like honor, honest, and ghost, the H is silent. Have the pupil read the words in this lesson and make up sentences using them. Lesson 125. There are many words in English that begin with an R sound but are spelled W-R, such as write, W-R-I-T-E, wreck, W-R-E-C-K, wrist, W-R-I-S-T, wrestle, W-R-E-S-T-L-E, etc. Have the pupil read the words and write sentences using them. Lesson 126. In this lesson, we take up the S sound, spelled S-T in such words as castle, listen, nestle, etc. We also teach that in the words often and soften, the T is silent. Lesson 127. There are many words in which CH stands for the K sound, as in Christ, Christmas, character, chemistry, school, etc. Also in words like psychic, and psychology, P.S., stands for S. Lesson 128. In this lesson we take up the many words of Greek origin in which Y stands for short I, as in cyst, C-Y-S-T, hymn, H-Y-M-N, gym, G-Y-M, symbol, S-Y-M-B-O-L, System, S-Y-S-T-E-M. Mystery, M-Y-S-T-E-R-Y, etc. Have the pupil read the words and make up sentences using some of them. With the completion of the final lesson, the pupil is now ready to start reading any suitable outside literature. Some pupils will require continued review of the alphabetic system in order to achieve real mastery. Vocabulary expansion with multisyllabic words will be the major task in outside reading. This can start with fairly simple texts for beginning readers. The pupil should read as much as possible in order to practice his or her reading skills to the maximum. Of course, writing and spelling must accompany reading. Appropriate reading should include a variety of poetry, fiction, and non-fiction texts that will stimulate the pupil's appetite for the printed word. Libraries offer the young reader a tremendous variety of books on all subjects. In introducing poetry, choose poems with positive, spiritual, patriotic, and narrative content. Children love these, and slow readers consider it quite an achievement to master these poems. Memorizing poetry and learning the words of the National Anthem and other patriotic songs will help improve reading, comprehension, spelling, and speaking. The Bible and Bible stories written for the young are particularly good sources of reading material. The stories themselves are fascinating, and the reader enters the vast realm of the spirit expanding his or her horizon of philosophy and inner experience. Here, the written word helps the reader deal with the very meaning of existence, thereby demonstrating the importance of reading as a source of knowledge and a means of understanding what life is all about. Another good way to get a young pupil into the habit of reading is to introduce him or her to a popular adventure or detective series, such as the Harvey Boys or Nancy Drew. These books can create a voracious reading appetite and set a healthy pattern for lifelong pleasure reading. Tutors of older students will find excellent reading material in the Reader's Digest. A short article can be read aloud in one tutoring session with the student adding new vocabulary to the growing list in his notebook. At this point, it is important to get pupils into the habit of looking up in the dictionary the words they do not understand. That is the only way to increase one's reading and speaking vocabulary. Too many students retard their own intellectual growth by never bothering to look up the words they don't understand. The student must learn that there is no shortcut to vocabulary development without which true literacy is impossible to attain. Incidentally, never assume that a pupil knows the meaning of a word merely because he or she can read it. When in doubt, ask the pupil to define it. Be on the constant search for good reading material for your pupil. Positive, uplifting, inspirational literature is eagerly read by young people seeking affirmation of life's value. Once the student realizes how much of real value can be found in the written word, reading will be an important part of that person's life. By completing alphaphonics, the pupil has learned how to master the mechanics of reading written English. Beyond that, the pupil must now learn how to use the English language as a tool of communication and expanding one's knowledge. This requires a good command of English grammar and proper usage. Reading well-written books and analyzing good writing is an excellent way to discover the proper use of words and grammar. This ends the Alphaphonics program on tape. If you would like information on my other books or the Blumenfeld Education Letter, please write to me, Samuel L. Blumenfeld, at P.O. Box 45161 Boise, Idaho 83711