You Can Read
A Series of Exercises Designed by Jeremiah Cameron, PhD
Primarily for Grades 1–7
INTRODUCTION
The approach in these exercises is that of PHONEMICS and GRAMMAR:
Using the 14 vowel, 5 diphthong, and 25 consonant sounds in English (as in hat, ate, father, dare, bed, cello, do, any, equal, feed, give, hit, where, been, sky, just, car, live, more, knife, ring, yacht, owe, raw, oil, wolf, grew, out, pen, red, see, ship, toe, thin, then, cup, work, worm, visit, quiet, yet, few, raize, garage, papa, labor) and the 3 STRESSES, 3 PAUSES and 3 PITCHES without which words would MAKE NO SENSE.
The sounds for WORDS and WORDGROUPS form GRAMMATICAL STRUCTURES
that must be understood if they are to convey meanings. It is not necessary to know all the technical names of these GRAMMAR structures, but you cannot read unless you understand which questions they ask and answer:
WHO? — WHOM? — WHERE? — WHEN? — WHY? — WHAT? — HOW? or HOW MUCH? — WHICH?
Many poor readers use words and grammatical structures that are DIFFERENT FROM what is in books. These exercises are intended to help them transfer their sounds (and PUNCTUATION MARKS represent PAUSES) and grammar to what is on the printed page. REPETITION is the SOUL of language and reading. It HELPS to do these exercises over and over.
Each exercise should be worked on, in sequence, for about one week to give the concepts time to sink in.
Students should be encouraged to work on them alone, seeking help only when needed.
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