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R
E S . 
ITMs hav ben tryd befor. ITA wa's a popula'r in the erly 1970's. The basic issue is wether or not a sistematic speling with RES is supeerior tu children's invented spelings as a meens of lerning the stil mor inconsistent and cayotic traditiona'l orthografy (TO).RES is positional, just lyk TO. The diferenss is that RES is ruol baised and predictabl. Ther is more than wa'n way tu spel a sound but only wa'n way in a givn position. e.g., wood and would are speld the saim way. Most ov the ruols can be found in this simpl 4x6 tabl.
RES Vowe'l Taybl - 4x6 [ 24 + vowe'l foneemes ]
Ther ar oanly 12 puer (uncombyned) vowls (col. 1 & 2). The rest ar combinationsThis is a table, not a grafic. RES is not a done deal. Ideas for improvement can be incorporated. Join the discussion
RES Positions RES spelling depends on the position of the sound in the word
1. Initial letter of an initial syllable (-alone), 2. before a consonant, 3. at the end of word or syllable, 4. unstressed syl.©1999 BETA RES words that match TO are in CAPS RES when different than TO in blu Traditional spelling = green
Chekt Free Diphthongs i-u combinations with -r - a -/æ/ aa aa aa i- ie y y -ye ar aar| ierire..yrAT, AL, PAT alms-aalms, waant=wontI, ice-iess, eye-ie, like-lyk, MY, dy are-ar, CAR | ire-ier, fyr - e - ur er er ay- ai ay air ayrerlayeredge-ej, PET URBAN, bird-berd, HER ace-aiss, aybl, MAIL, faze-faiz, MAY AIR, there-thair, swair, bair, FAIR - i - ea ee e, i-y oy- oi oy eer earirneererIT, pijen, PIT EAT, neet, ME, VERY OY-STER, BOIL, loyal-loil, BOYEAR, teer, feer, freer, neer - o - aw-all au aw o- oa o or awroarmower-morerOX, POT ALL, awfu'l, caust, PAW obey-obay, OAT, boal, silo-sylo, folo OR, soar -sor, ore-or, four-for, flor - oo - oo uo u u- ue ue uor ourewer| ueriurHOOK, poot ooz, poul, zuolu, do-du UNIT, use-uess, you-u, suit-suet poor-puor, tour-tuor | yuor, fuery - u - /u'/ a' aeiou a-e ou- ow our ower UP, uss, CUP a'go, UNDER, SOFA, pensl OUTer, house-howss, NOW, COW OUR, flour-FLOWER, TOWER consonants THE o'ther tthin witth z z s s s ss pl=s, past=ed, d us-uss, FIESTA, o'ther
what-whaat=wot,zoo-zu, froze-froaz, nose-nos, does-dus, BEERS, tears-teers SO, use-uess, deuce-dooss/duess, moose-mooss, mice-myss
RES is an initial attempt to build a systematic orthography as close as possible to the traditional orthography as one can get without overlaping codes. A rule for sound spelling at each position in a syllable is simple enough. One can even add up to 20 exceptions without overburdening the learner. What ideas do you have to solve this puzzle? Contributions by readers are invited.With over 100 rules, one can spell up to 85% of the words in English with a 90% accuracy (See Wijk). This begins to get so complicated that it begins to look easier to memorize sight words.
Another approach is to work with about 70 phonograms (Orton). English uses about 106 symbols to represent around 41 different significant sounds. The problem is that it often uses the same symbol to represent more than one sound (referred to as code overlap). RES recognizes more than one spelling pattern per sound but there are few code overlaps and only one spelling per position in a syllable. [another set of RES rules]
A 100% consistent or phonemic notation would predict dictionary spelling only 40% of the time. RES achieves a dictionary accuracy approaching 60% while teaches students to become cognizant of positional cues.
The prefered way to begin is with the 12 pure sounds of English speech. Start with the sounds, then connect with a grapheme. Note that the schwa is one of the pure sounds yet it has no consistent representation. To be fully consistent, RES has to mark the letter indicating this unstressed lax central vowel [a' is the usual choice but it could be u' or e' ... ]. A word such as given could be spelled give'n, givu'n, or simply givn since the terminal post accentual N marks a syllable [uhn].
Coding is what one needs in order to write. Decoding (going from the graphemes to the sounds of English) is what is needed in early reading. Later, speed readers go from word patterns to meaning almost bypassing the conversion to sound.
A Faybl Wonss u'pon a' tym ther wos a very hard-werking litl ant hu spent every day ov the sumer colecting food wyl his pal, the grashoper, partied lyk a maniak frum sun up tu sun doun. Then, ryt befor the harsh, bitr winds ov winter started bloaing. . . . (continued)
The initial teaching alphabet (ITA) eliminated redundant letters and most code overlaps. ITA was a medium not a method and although it worked with any approach to the teaching of reading and writing, it would have worked better (and been easier to study) if it had been associated with a method. ITA was 200 times easier than the traditional orthography but when used with a mix of teaching methods it proved to be
only 25% better over a four year period. The transition to TO was never specifically taught until the end of the ITA era (early 1970's). Some who were taught using ITA blame the medium on their continuing problems in matching dictionary spellings. Such claims have never been proved. What was proved was that young children could learn to express themselves in ITA four times as fast as a control group could in TO.Educational fads, paraticularly those that add cost and administrative inconvenience, are usually short lived. Such was the case with ITA. No major puplisher currently supports this approach to the teaching of reading, writing, and spelling.
POTATOE (Qualye Spel) POETAETOE (IPA spelling) POATAYTO (RES spelling) PO'TEITO' pa'teita'(Chekt Speling)ITA was based on New Spelling (Ellis, 1932), a notational scheme that always represented "long" vowels as ae, ee, ie, oe, ue. "Ie sae nue boi goe out and tel mee hwaat (wot) yue see." This is consistent and readable but doesn't look much like TO.
The newest scheme called restored spelling (RES) is more complicated than ITA but closer to TO. In fact it is more traditional (pre 1100) than traditional orthography which dates from 1755. The difference is that RES spells current pronunciation the way it would have been spelled in Old English. TO contains many silent letters because the spelling reflects an earlier pronunciation. TO often spells an ancient pronunciation:
some words are spelled the same as they were in 1100 but we no longer pronounce them that way."TIME" used to be pronounced tim-uh. "GIVE" used to be pronounced giv-uh (Cf: given). In RES, these words would be spelled TYM and GIV. In ITA, TIEM and GIV.
Teachers interested in using RES as a new initial teaching medium in the classroom or for a research study may contact Dr. Steve Bett for details.
Restored English Speling (RES) Positional Spelling is supposed to be similar in many respects to Old and Middle English than the traditional orthography which was standardized in the 18th Century. Old English was said to have been phonemic (foneemic) and consistent and this is the goal of RES. The idea is to apply OE spelling rules to modern pronunciation. In OE, the e in time was a schwa not a marker. The word was pronounced tim-uh. The same word today is spelled tym in RES. "In mye time." becomes "In mye tym." reflecting the changes in pronunciation.
RES notation is not the standard phonemic solution because each sound can be spelled more than one way depending on its position in the word or syllable. There are four possible spellings: Stand alone [I and I-land], initially before a consonant iess (ice), ies (eyes), and y after a consonant and before a consonant flyt or at the end of an initial syllable, otherwise -ye. see hai lai.
Since the y=/i:/ ending is used only with two syllable words [very, prity, pigmy].
my is spelled my. hai lai = hylye. highly = hyly. delphi=delfye (English distorted pronunciation)
If European spelling and pronunciation is kept intact, delfi or delfee would be OK (del-fi:).The same is true for radio, iota, .... raadio or raideeo, eeota' iota' or ieota'
Any short vowel in the [chekt] column must be followed by a consonant and cannot be used in the terminal position. It cannot stand alone in a syllable. These 2 features make it possible to use the same symbol for another sound. Thus the U in un-tye and u-nity refer to different sounds.
Free vowels must be distinguished from checked vowels only when free vowels are followed by consonants.
As you can see, it is not always easy to come up with a dominant spelling pattern that makes visual sense. lie, lye = ly "That wa's (wos, waas) bairly a berly ly."
For more see map-IPA.html
A Faybl
conclusion & moral - continued from page 1The ant wos crushd
by sum byker chik in jakboots.
The moral
Yu never no wen yur going tu go - -
so liv it up wyl u can.Moast peepl hav no trubl reeding consistently speled English ... but can you spel it?
(bak tu begining)Compare your ability to spell correctly
16 words in RES and TO
(the traditional orthography for English)
If you can pronounce the word, you can spell in in RES
Use the sound-symbol chart if you have questionsSome or all of these words may be incorrectly spelled. Write them out correctly.
Selected words have been spelled in RES (blue).sources: Valerie Yule and various lists of spelling demons
acomodate a'comodayt exessiv eksesiv miniture professr remembrd unparaleld disapoint gardian mischivus psycology sycolojy sovren disiplin inocuus ocasion recomend tecnicly acomodation seprut necesery biznes bizness hyt dieria sinsierly syciatrik If u can spel haf ov thees demons, yor speling skils ar probably a'buv averayj (experimental results)
There are other ways to consistently spell English speech sounds. See Unigraf
Problems:
Schwa spelling is not fully predictable. Can be any vowel letter.
Prefer to mark any vowel used to refer to the schwa sound but for familiar letters this is not required.
the' = /dha'/ = theNot sure how to use the W in mower and tower. morer /tour will work but don't look right.
Tung twisters
use us under the unit usually. ues u's u'nde'r the u-nit uesually. ues us undr the unit uesually.
zulu/zoolu could be zuelu
pure tour of our poor flour tower. puer tuor ov our puor flower tower.
I put a layer cake in the dragon's lair. I poot a layer caik in the drago'ns lair.I won one once when I was a finalist. I wun won wonss (h)wen I wa's (wos) a' fyna'list.
one done gone alone wun dun gaun a'loan
do does doesn't doe bow du dus duzn't do bo [bou]
eggs, legs, college aged egs, legs, colej aijd
they say grade grayed aged thay say graid grayd aijed (aije'd)what hot why white sigh wot hot wye hwyt sye
see me on the whale se me awn the hwail (wail).
If you have comments, critiques, or suggestions, please contact Steve Bett
You may also join two discussion groups on ITMs and spelling reform. One is listed below:
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