Take a sneak peak into topics in the troubleshooting chart.
Tier 3 solutions to problems when tiers 1 and 2 solutions aren’t enough:
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Blending the sounds into words
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Sounding out words
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The sequence for decoding big words
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Phonemic awareness
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An engaging way to teach short vowels
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Differentiating between short /e/ and short /i/
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Schwa
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Making the 6 syllable types less abstract
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Prefixes and suffixes
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Teaching high frequency words that aren’t very phonetic
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Teaching words that look similar, like ‘very’, ‘every’, and ‘ever’
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How to tell when the vowel is pronounced short or long
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How the brain reads
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​Less frequent consonants
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Explaining ‘qu’
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Spelling ‘c’, ‘k’, or ‘ck’
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All the sounds for the letter Y
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Building vocabulary
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Reading large numbers in texts, such as 25 708
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Syllable deletion
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Spelling syllables such as ‘common’, not ‘comin’
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Grasping how a letter can ‘make a sound’
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Reading words with ‘r’ and ‘l’ in them
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Spelling tr and dr, not chree for ‘tree’ and jress for ‘dress’
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‘s’ representing the /z/ sound
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Not adding letters that aren’t there
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Spelling words with ‘ng’ and ‘nk’
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Pronouncing words ending with ‘ed’
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Spelling consonant blends.
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Putting the stress on the right syllable
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Short /e/ versus silent e in the middle of a word
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Soft c and g
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Reading words with o-n-e in them, such as ‘done’, ‘gone’, and ‘tone’.
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Pronouncing silent e endings such as age, ice, ace, ine, ite, ive, and ate (enrage versus cottage)
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Lists of words with vowel combinations
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Vowels affected by the letter r
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Reading consonant + le syllables
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3 sounds for the letter i