of writing so that they form their letters well’, and learning ‘individual
letter
sounds of the alphabet’. However, useful as the names
of the letters are for all
sorts of language tasks, they are highly misleading as a guide to their correspon-
dences
in speech, as the vowel correspondence rules on page 92 show. Indeed,
some of the letter names vary from place to place.
z is /zi/ in American, but
not Canadian, style and /zed/ in British style. The name for the letter h is
becoming /
heitʃ/ rather than /eitʃ/; children
on a television game called Hard Spell
were penalized for spelling words wrong but allowed to get away with saying
/
heitʃ/, previously considered an uneducated variant. Sticking to letters, the
Common European Framework (2008) goes so far as
to mention the need to rec-
ognize the difference between ‘printed and cursive forms in both upper and lower
case’, that is,
a, a, A and A.
While in general these syllabuses make a start, they
reflect common sense more
than ideas about how people use and acquire writing systems. Box 5.12 gives the
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