The letter name for vowels should be the vowel sounds according to Akses.

What is Phonemic Awareness?
It includes an awareness of the sounds associated with different graphic shapes [letters].
 

TABLE OF CONTENTS Phonemic Awareness Teaching grapheme-phoneme cor. Spanish - spelling a non issue Italian - spelling inconsistencies Where the i.t.a. approach failed Akses Notation [sample text]  vowel chart - lit-chart

TABLE OF LINKS Sounds of  letters Symbols for sounds [phonemes] Phonemic Awareness & Phonics Phonics Page  The 50 sounds of English Phonology Course     Intro

send your comments to the phonology forum

Definitions: phoneme, phone, phonics, phonetics

True phoneme awareness [according to Akses] is the receptive condition infants attain and perfect as they learn to speak and understand words.  It lasts in its pristine condition until a well-meaning person begins to teach the alphabet to a child and the child begins to connect the ABCs with words as in reading and writing.  To the extent that the child substitutes a spoken "see, ay, tee" for the perception that the word for "her kittyness" is /kat/, to that extent the child loses "phoneme awareness."  The point of all this is that the AKSES program starts with avoiding that desensitization of 2- to 5-year olds by recommending that parents and preschool teachers strictly avoid teaching the old fashioned ABC...XYZ sequence or even the names of the letters (at least until needed in prep for searching alphabetized lists.)  A much more entertaining and productive kind of play/instruction is to teach them the phonemic symbols and their phonemic names.  For example: "This character [show a orA] is /a/, the first sound in /apul/" and the phonemic character ch always called /ch/, never "cee, aich." 

You get the idea.  If this is done and letter names are strictly avoided, a parent can honestly promise children they would be able to start to read as soon as they learned all their writing characters (a promise too often wrongly implied for the alphabet and never kept.)

As you can see, very few children would come to kindergarten without already knowing their /a//b'u//ch/s.... and half of them would likely already be reading.  Only the neglected or culturally underprivileged would need to be taught the phonemic symbols and their names and that would be done in a matter of a few weeks on the basis of individual needs.  I do not believe that teachers would seriously object to conducting 1st grade classes in which learning to blend the names of phonemic symbols into words would be a review exercise for most of the class and a rewarding new skill learned in a few weeks by the rest.

What are the letter names in Akses?

The letter names are the phonemes.  Without a good alphabet it is difficult to render these graphically.  To get the correct sound, check the key words for each phoneme.  Ae as in at, A as in ape, Aw as in awl, Ar as in art, Eh, Ee as in eel, Ae-oo as in cow, Er as in herder, ....

Click on chart to enlarge. For a critique of vowel mergeers and this chart go to why 24 vowels

Where i.t.a. failed
by Jim K
You really can't say that such a scenario would not occur in all our schools.  Something very much like that happened with i.t.a. in hundreds of US and UK classrooms during the 70's and early 80's even though the children did not have preschool training to avoid alphabetitus and the i.t.a. was not really intended to be a permanent system for recording English.  You
really must read the AKSES web pages to find out why i.t.a. fell flat on its face and AKSES will not. [more]

The chart below is more or less the same but includes schwa. Schwa is the most common sound in English speech.  30% of the A's and 30% of the E's in tradtional English are pronounced as unstressed mid-lax vowels [schwa]. Spanglish is based on the Saxon alphabet which means that every letter is associated with one or two sounds.  Combined vowel letters are combinations of the sounds assigned to individual letters, however, these can be a little ambiguous as in ow and au.  The long o is best represented as ew where e is schwa and w is the short u.  au is best represented as aew. 
 

25 Saxon Spanglish Vowels shortchekt long free combined r-combined a. - ae add   batter aa faather ai - 'y ail ais mait aar | air caar | ire e. - ea bell   bread er herder ern ei -ey eis  grey they eir- ear their  heir i. ill   fill  itt i - ie .y  si iel  field oi - oy oil  oyster ir irrigate  near o. otter  pott o -ao cost ol [awl] ow- o' ew slow bowt or ore  pour roar .w. - wu hook hwk  put u - uu guru zu yu -iu yu yuz ur-.wr tour  poor u. upper cutt a - e ago the au - aew kraut  owl aur our power .w. means a w between two consonants = /u/

Saxon Spanglish is a little more complicated than necessary because it is designed to transition to traditional English. parralellis a systematic spelling, parallel is the traditional spelling. Traditional spelling often lacks an underlying logic. The second A is a schwa so doubling should be avoided. There is no real need to have two ways to represent a sound but Spanglish allows two spellings per vowel sound compared to 20 in TO. This is more complicated than the ideal notation but much simpler than the traditional writing system which adds more options and uses the same spelling to reference different sounds. SS allows bedd & bread but not beak for biek. beckon the beacon = beckan the biecan. Duringthe vowel shift many i words, but not all,  became pronounced [ai] [eye] is /i:s/ came to be pronounced ais (ice). Time /ti:m/ (team) became taim (time).

Spelling Instruction - Teaching the Grapheme Phoneme Correspondences
by Kate Gladstone

I agree with Jim that, in AKSES-using schools (should such ever arise) - as
in any totally phonemic writing-system with one-to-one "mapping" of letters
onto speech-sounds - "spelling instruction" would consist of no more than teaching the use of the system.  But I fear that many teachers would not teach even that ... and/or would not know what to do if phonemically-trained kids inadvertently "slipped" and used a conventional spelling that doesn't appear within the phonemically-regular writing-system
 

[Jim K] That simply would never happen.  A child might say or write "slapt' when /slipt/ was meant.  Teacher would simply correct the speech "You meant /slipt/ didn't you?"  Why would any child who says /slipt/ and knows the phonemic symbol for each of the 5 phonemes make the mistake of writing the word /SLIPped/?   Your objections seem to be based upon the TO blinkered concept that all childen are born with TO reasoning, but I'm sure you don't believe that.  We all had to be subjected to years of brainwashing to reach that state.  Remember, with a phonemic writing system, children do not write memorized letter strings.  They write the phoneme string in their mind that would make them speak the word in oral conversation. 

In Spanish schools, no one ... ever ask[s] "How do you spell __?"

I wonder whether this applies in cases (fairly frequent in Spanish) where
one sound has more than one letter indicating it: e.g.:
       /y/ indicated by "y" but also by "ll" -
       /s/ indicated by "s" but also by "c" "z" -
       /b/ indicated by "b" but also by "v" -
       /kh/ indicated by "j" but also by "g" -
       /a/ indicated by "a" but also by "ha" -
       /e/ indicated by "e" but also by "he" -
       /i/ indicated by "i" but also by "hi" -
etc., etc., etc.  K. Gladstone

[This is partially true.  ll, elyay, and n-tilde, enyay  are separate
Spanish letters, of course and have different sounds than y or n.  The fact
is that Spanish is not completely phonemic, but is so close to it that they
do not have spelling classes and, unless it was invented in the last 25
years, no verb for "to spell" in the linguistic sense.  I do not understand
why you brought up this point since it sheds no light on whether or not a
more completely phonemic English writing system is difficult for teachers to
teach.  JimK]

In Italian, no one ever asks...

But there are also non-phonemic spellings in Italian

/tS/ =  c,  ch,  ci [before a, o, and u] ciao /tSaaou/ "chow"  "bye"
           arrivederci  "ah ree-veh-DEHR-chee"   "good bye"

/k/ = ch [before e and i,  e.g.,  <che> = "keh" /ke/ "what"]

/dZ/ = g [efore e and i, e.g. gita /dZi:ta:/ "JEE-tah" "trip"  [g, gi, ge, ...] 

/sk/ = sc, sch   scusi "SKOO-see" scherz0  "SKEHR-tsoh" prank

/S/ <sh> = sc before e and i - scendere /Sendere/ SHEN-deh-reh "to get off"
 

pistachio p&staashio   Italian pistacchio
what is the significance of the double consonant?

Trouble with Spelling
A  40 character phonemic alphabet - Check out Unifon
Critique of MORE spelling of YOU for yu and SOM for summ.

Yes, but i woodnt kno how tu pronounse 'you', i'd pronounse 'som' the rong
way, i woodnt kno how tu spel 'gain' (sinse the majority pattern is 'a+c+e',
i'd try it with 'gane'), leav, lowsey, i wood pronounse 'buteshon' az
byoo-tesh-un, and i woodnt no how tu pronounse thirst (sinse the strongest
pattern is 'er').