Freeman & Freeman's discussion about orthography is so practical. Even though pretty much of the rules are what I have learned, it was kind of interesting to hear other peoples' view.Plus, I found the same rule might be explained in different ways. For example, as for the rules of sounding the suffixes of plural forms, my teacher summarized as voiced/z/ follows voiced ending, voiceless /s/ follows voiceless endings and /z/ follows vowel sounds. Of course, this rule does not include the epenthesis. I really liked the explanation about the softened /c/ and /g/, this is new to me and it does make sense to me.
Whether phonics instruction is needed or not was brought up again in Chapter 6. I think we've talked about it in the last two weeks. However, Freeman & Freeman's summary about the two views is: "The only way that the subconscious knowledge can be developed is through reading and being read to". Therefore, I assume that what they mean ed is graphophonics needs phonics instruction, but it should be done systematically and explicitly. I noticed in this part, the silent "e" in "made" was responded as the /y/ sound in /meyd/. That seems a little bit confusing to me.
I also like the Checklist for characteristics of text that support reading and the list of the good books. These information are going to be helpful for many preservice ESL teachers.
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For your 'made' example I think since the 'e' is silent all that the Freemans' transcription is trying to convey is that the 'e' still affects the 'a' vowel's sound in the middle of the word (it changes it from the word mad with a short 'a' sound to made with a longer 'a'/vowel sound. I hope that helps
I agree that the checklist of characteristics helps because choosing the right books to read is very important for our ESL/EFL students.
I think your idea for the checklist is really good because to teach, something there should be the proper text.If you publish the checklist it will be helpful for the teacher as well as student of the ESL/EFL courses.
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