Six Spelling Rules

taken from the book 100 Spelling Rules by Camilia Sadik

Do we spell with "cial" as in "social" or "tial" as in "essential"? Rule: We spell with "cial" after a vowel as in "social" and with "tial" after a consonant as in "essential." Details: The "cial" and "tial" endings occur in approximately 36 words, and only 7 out of 36 words are exceptions. The word "controversial" contradicts all the rules because it is spelled with an "s." cial in 11 words:

Lesson 1

facial official superficial crucial

tial in 18 words:

racial beneficial judicial social presidential confidential influential consequential circumstantial nuptial commercial spatial

glacial artificial special

residential prudential existential referential substantial martial

Exceptions:

credential potential essential sequential partial prenuptial provincial palatial

financial initial controversial

Do we spell the sound of "f" with an "f" as in "font" or with a "ph" as in "geography" or with a "gh" as in "enough"? Rule: 1) As in "enough," the "gh" that sounds like an "f" occurs in approximately eight words. 2) The letter "f" is not allowed in long words, and if a word is long (two or more syllables), then the "f" sound is spelled with a "ph," as in "geography." gh in 8 words:

Lesson 2

enough cough trough geography autobiography hyphenated euphemism Philippine

tough laugh sough philosophy apostrophe nephew physician amphibian

rough slough

ph in long words; the f is not allowed in long words:

biography peripheral atmosphere Philadelphia amphitheater

sophisticated pharmacy emphasize phonology phonetic photograph ophthalmology schizophrenia refer felony fidelity fabulous fantasy famine furious

graphics pharmacist emphasis phobic phoneme triumph pamphlet paraphrase prefer feminine infant facilitate fallacy comfort furniture

elephant alphabet symphony phonics metaphor paragraph diphthong Euphrates transfer finite fanatic family fantastic fugitive refuge

Exceptions of the f in 21 long words:

Lesson 3
Do we spell with "tion" as in "nation" or "sion" as in "expression" or "cian" as in "musician"? Rule: 1) As in "musician," spell with "cian" in approximately 18 words that describe a person's profession or hobby. We spell with "sion" in approximately 47 words. The "sion" is in 27 words that end with "ss" as in expressexpression and in 10 other words that contain the word "mission" as in "admission." We spell with "tion" in the rest of such words as in "action." cian in 18 words:

musician physician mathematician optician patrician beautician

sion in 47 words:

magician politician logician pediatrician technician dietician impression repression regression congressional succession obsession obsession concussion percussion mission transmission commission tension

electrician statistician arithmetician obstetrician theoretician cosmetician oppression progression aggression recession accession confession possession passion session admission emission commissioner intension

expression depression suppression egression procession excision profession discussion compassion concession intermission remission permission

extension comprehension mansion

Exceptions:

pretension pension expansion complexion

apprehension dimension

suspicion

ocean

Rule: The ending "sion" as in "vision" has a special sound, which is different from the sound of "sion" as in "expression." When you hear yourself saying this special sound of "sion" as in "vision," spell it with "sion." The "sion" as in "vision" occurs in approximately 38 words and a few of these words have to do with seeing "visual" through the eyes as in "television" or through the mind as in "supervision."

Lesson 4

vision revision decision collision infusion inclusion intrusion delusion corrosion evasion version subversion immersion

television supervision incision confusion transfusion exclusion illusion explosion occasion abrasion aversion submersion excursion

envision division precision diffusion conclusion preclusion elusion erosion invasion lesion inversion conversion [Persian]

Do we spell with "ege" as in "college" or with "age" as in "cabbage"? Rule: The "ege" as in "college" occurs in approximately three words and the "age" as in "cabbage" is in the rest of such words. ege in 3 words:

Lesson 5

college
ege in the rest:

privilege cabbage damage orphanage postage outage frontage advantage mileage bandage message usage leverage courage carriages

cortege baggage rummage savage hostage voltage heritage package village adage massage average forage discourage marriage

language mortgage manage salvage shortage footage cottage wreckage cartilage sausage passage coverage hemorrhage courageous

Note: These three words have a silent d: knowledge, acknowledge, cartridge The "e" better than the "a" Theory Theory: 1. The people who developed written English did not like the letter "a" and the "e" is better than the "a" in English. 2. Verbs are always more important than nouns, and nouns are more important than adjectives: 1) Verbs 2) Nouns 3) Adjectives. 3. Therefore, when two words sound the same, English uses "ee" in verbs as in "see" and "ea" in nouns as in "sea"; Furthermore, English uses "ee" in nouns as in "week" and "ea" in adjectives as in "weak." Analyzing the meaning of the following words that contain "ea" as opposed to "ee," one discovers that those who developed written English did not like the "a" and used "ea" in words that, to them, conveyed some type of a negative connotation: ea for negative connotations: cheap (of little value) cheat (to deceive) freak (abnormal person) rear (not the front)

Lesson 6

leash (a restraining chain) treason (betrayal) sleazy (cheap) repeat (nothing new) sneak (not being frank) squeak (unpleasant sound) seal (mere animal) appeal (to petition) squeal (to tell on friends) dream (not actual) wean (give up milk) deceased, dead (not alive) beat (to hit) beast (brutal)

fear (to be afraid) weak (not strong) weasel (deceitful) defeat (to be beaten) smear (to stain) impeach (discredit) appear (not sure) reveal (to expose) conceal (to hide) scream (cry loudly) lean (sign of weakness) disease (sickness) leak (a leak of liquid) ear (mere body part)

See how "steal," even though a verb, the "ea" was given to a verb with a negative connotation, but not to the noun "steel." Apparently, food items and anything associated with eating were considered mundane and perhaps banal items. Thus, the "ea" was given to most words associated with food: ea for banal food items:

eat meal peas wheat

meat veal beans yeast

feast tea peach grease

Examining the meanings of the many words that contain al, ar and an as opposed to el, er and en one can see that the "a" was associated with the vulgar and banal class of words. Analyze the meanings of some such examples:

a for banal: vulgar (banal) burglar (thief)

singular (alone, not many) popular, familiar (too exposed) summary (not the whole thing) standard (basic) drunkard (mere drunkard) banal (vulgar) burial (related to death) decimal (very small amount) resistance (opposing force) assistant (not superintendent) dependant (needy)
Not an "a" in dependent, independent

beggar (jobless) liar (lieliar) similar (not the real one) caterpillar (a mere worm) secretary (not the boss) separate (by itself) lizard (mere lizard) scandal (public disgrace) trivial (of little importance) sufferance (pain) assistance (needing aid) servant (low ranking job) dependant (child in need)

Practice: To memorize the spelling of all the words in the above lessons, read them aloud slowly.

The 30 Unique Learning Features in Camilia's Program

The turkey, donkey, and monkey played hockey. 1. Every word in this entire program is divided into syllables: window 2. Every silent letter is italicized: subpoena 3. Every phonic to be learned is bolded and colored: straw 4. All the practice lessons are written in a larger font size: drawn, crawl 5. 100 new spelling rules: Applying the 100 newly discovered rules that govern phonics and English spelling, students understand why and when to spell a sound one-way and not the other. Analytical learners need logic: The reason that analytical learners, especially those labeled with dyslexia or ADD that is caused by dyslexia, quickly learn to read and spell from this program is that they are good thinkers, and good thinkers need logical answers to their questions before they can memorize. 6. Grouping of words: Nearly all the words that share the same sound and the same spelling pattern (same phonic), which follow a specific spelling rule are grouped together to be read aloud and memorized. For instance, the endings "ance" as in "importance" and "ence" as in "evidence" occur in approximately 131 words. The spelling rule for when to use the "ance" or the "ence" is provided, and all the words that follow the rule are listed and made ready for the learners to read aloud and learn. Similarly, the "ai" phonic as in rain, main, hail, fail, etc. is in approximately 210 words, and all the "ai" words are grouped together and listed on a few pages. When they see such lists, learners are no longer intimidated by learning to read or spell. They feel they can conquer English instead of letting it conquer them. After seeing these types of wordlists, students express the feelings of relief. Here are some of the students' comments after seeing lists of all the words that share the

same phonic and follow the same logical rule: "All these years I didn't know that." "Is this all the words?" "My teachers said to look up words in the dictionary, but the dictionary wasn't like this." "Just 210 words, that's easy." "Do you mean if I learn all these 210 words, I will never have to worry about looking for more "ai" words?" An inmate in Missouri said, "Man, I can use all these words in a letter." He said that as if these 210 words were not accessible to him before and that now they were his to use. 7. Every vowel is isolated in a book: Because there are so many different spelling patterns for each vowel sound, it is best to group all the words that share a specific phonic and hand such wordlists to students to read aloud and learn. We need not ask students to do the grouping of words, because that will require ten or more years of hard work plus the skills of a good linguist. A student should not have to become a linguist in order to read or spell. The grouping process begins by isolating each vowel in a book to be learned independently. For instance, the eight sounds and the 19 spelling patterns of the vowel "I" are presented in a 152page book titled The Vowel I.

8. Each vowel sound is presented in a section: Every vowel has a number of sounds; each sound is presented in a section in the book. For instance, the vowel "I" has eight sounds and each sound is presented in a section in The Vowel I book.

9. The eight sounds of "I" are spelled in 19 ways: Every spelling pattern of a sound is presented in a chapter in the book. The first sound of "I" is the long "i" sound and it is spelled in 10 ways. Each way is then presented in a chapter.

10. Example of a section in the book: Section 1: The long "i" sound spelled in 10 ways, as in night, sign, choir, tie, bye, fine, type, dial, by, and cycle.

11. Every spelling pattern of each sound of a vowel is isolated in a chapter: Chapter 1: The "igh" phonic as in "night" is the first spelling pattern of the long "i" sound.

12. Every spelling pattern of each sound is explained and justified by a logical rule that governs phonics. An example of a phonics' rule, as in dial, the "i" at the end of a stressed syllable sounds long, just like the name of the "I."

13. All of the words that share the same phonic or follow a specific rule are listed: Wordlists are presented right after explaining a rule; and words are always prepared for the students to read and learn. Examples: The "i-e" phonic as in "Mike" occurs in

approximately 552 words and all 552 words are grouped and listed.

14. Most of the words on the list are used in a nonsensical story for the purpose of memorizing the words and associating them with character in that story, as in these examples. Most of the 552 "i-e" words are used in a story about "Mike," as in:

Mike has lots of pride in his bride. Mike's bride inspires him to write. Mike entwined his name with his wife's name to show her respect. Mike intertwines his future with his past to tell his story. Mike admires his wife. Mike puts his work aside to be with his wife. Mike is able to recognize his wife's needs. Mike does not like knives. Yet, Mike uses a knife to peel pineapples for his wife. Mike respects wives. Mike and his wife do not have to strife. Mike and his wife have a fine life. Etc.
15. In the books, there is, at least, one colored illustration taken from the story like the one above about the "ey" phonic as in "turkey."

Mickey has a key to the zoo. Mickey is a disk jockey and he played music at the zoo. The monkey, donkey, and turkey drank whiskey and played hockey. Rickey laughed at this malarkey. Rickey is a jockey at the racetrack.
16. Comparisons: At the end of a section, there are comparisons among the different spelling patterns of a sound, which are presented like this: In the story, the Knight was the one who had a good sight. In a different story, Mike went to the school's site.

17. The consonants c, g, h, q, s, x, w, and y: In addition to the five books for the five vowels, the sixth book in the Learn to Spell 500 Words a Day series contains eight of the consonants that change. These consonants c, g, h, q, s, x, w, and y are inconsistent because they make 50 sounds that differ from their letter names and the 50 sounds are spelled in 60 ways. There are logical rules too that govern how these consonants change and how to use them when spelling words. Unlike the traditional rule that states that the hard "c" is spelled in ca, co, and cu. It is specified in The Consonants book that the hard "c" is spelled in these 12 ways: cat, cold, cute, clever, crown, fact, logic, account, occur, deck, duck, and chemistry. Enough examples follow each pattern and all the logical reasons for why to spell the hard "c" one-way and not the other are presented; logical reasons are also given to learn why and when to spell with a hard "c" as in "character" or with the hard "ch" as in "chemistry."

18. The Students Reading Aloud Approach (S-RAA): After the words are listed, students are asked to apply Camilia Sadik'sApproaches that she had developed and class-tested over the years. The S-RAA means that it is not the teachers nor the parents that need to read aloud for the

students but the students, themselves, need to read aloud. They need to read the wordlists and then the stories that these words are used. Applying the S-RAA enables students to memorize the spelling of words naturally (through senses), without forced memorization.

19. The Reading Slowly Approach: This approach gives students enough time to see the way words are spelled. It also helps them slow down to recover from dyslexia and from seeing letters in a crisscross manner, which is due to being forced into speed-reading before learning to read. Adults who were told in the past that they needed to hurry to keep up with the rest of their classmates, felt forced to hurry and ended up seeing letters in a crisscross manner. With Camilia's Program, they feel it's okay to take the time needed while learning to spell; their self-esteems rise drastically when their teachers asks them to slow down because they are reading too fast. 20. New concepts: In Camilia's Program, new concepts are introduced into the English language and sometimes an existing concept is alienated from its traditional meaning and then granted a new meaning. Phonics: Traditionally, phonics are said to be sounds. However, phonics are all the various spelling patterns of the English sounds. For instance, these words share the same sound but are spelled in many different spelling pattern we call phonics: The "tion" in "nation," the "sion" in "expression," the "cian" in "musician" and the "cean" is "ocean" produce a single sound that is spelled in four different spelling patterns we call phonics (four symbols we call phonics). One letter that does not sound like its letter name can also be considered a phonic, like the "y" in "sky" that does not sound like the name of the letter "y," but like the "i." The 26 English letters produce more than 130 sounds that are spelled in approximately 180 spelling patterns we call phonics. InCamilia's Program, we are not only interested in learning the sounds but also in learning the various spelling patterns of these sounds in more than 25,000 words. Semivowels: The l, m, n, r, and s are semivowels and sometimes they act like vowels. Traditional teaching labels a large number of words as "sight words" and students are expected to memorize the spelling of "sight words." It turns out that the so called "sight words" are governed by rules too. For instances, the semivowel "I" in "cold" makes the "o" long, the semivowel "m" in "comb" makes the "o" long, the semivowel "n" in "union" makes the "u" long, the semivowel "r" in "choir" makes the "i" long, and the semivowel "s" in "diabetes" makes the "e" long. The author of this program, Professor Camilia Sadik alienated the word "semivowel" from its traditional meaning and named the consonants l, m, n, r, and s "semivowels." The semivowels can have various types of effects on the vowels that precede them. Short or Long Words: While there is no known international measuring stick to measure short or long words, Camilia's Program has developed the following stick to measure words sizes: 1- Short words are one-syllable words like: go, kit, kite, hope, long, main, I, who, stopped, spell, etc. 2- Medium sized words are two and sometimes three-syllable words like: maintain, hopeful, idea, spelling, under, prevent, phonics, stopping, longer, longest, mainly, etc.

3- Long words are more than three-syllable words and sometimes three-syllable words like: substantial, education, controversial, entertainment, familiar, understanding, manufacturing, prevention, comprehension, whoever, etc.

21. Diagnosing the problem for why we can't spell: Only in Camilia's Program is the problem of not being able to spell words correctly diagnosed and understood. Millions of people have had to suffer from poor spelling not knowing the reason behind their poor spelling. Most were told they had dyslexia or learning disability and left at that. A quick simple answer for that is that a single English sound can be spelled in a number of ways. Learners may be able to read, but when they try to spell a sound, they do not always remember which spelling pattern of a sound to choose. For example, the long "e" sound is spelled in these 10 major ways (10 spelling patterns) that they can read but cannot spell: 1. "ea" as in Team 2. "ee" as in Dee 3. "e-e" as in Pete 4. "ie" as in Chief 5. "ei" as in Keith 6. "ey" as in Mickey 7. "y" as in Lucky 8. "e" as in Leo 9. "i" as in Fiance' 10. "i-e" as in Janine

22. Preventing or ending dyslexia: Millions of dollars are being spent on dyslexia and no one has yet come up with any answers to what causes it, or how to prevent it or how to end it. All that was known about it was that it was innate and that it was some type of a learning disability. Only in Camilia's Program is the mystery of dyslexia uncovered. In addition, we now have immediate solutions to prevent dyslexia or to end it among those who already have acquired it. Dyslexia can now be ended within weeks or days, not in years. Acquiring dyslexia begins in K-3 grades and it can be prevented if the Informing Before Introducing Principle is applied. This principle is applied throughout the entire book titled Read Instantly by Camilia Sadik. Moreover, Camilia's Program in its entirety ends dyslexia.

23. The only comprehensive program: Traditional programs offer only bits and pieces of phonics. Camilia's Program, however, is the only comprehensive program; it contains over 600 phonics and spelling lessons. Furthermore, traditional programs do not seem to have a clue as to what a phonic might mean, and they try to teach some scattered sounds here and there in a few words and call them phonics. Using Camilia' program, students learn all of phonics, and do not leave out any. Sadly, traditional programs do not group all the words that have the same sound and the same spelling pattern. Instead, they often mix words of the same sound but different spelling patterns and teach them together without the proper grouping and without any logical structure. They may teach words like speak, Greek, and sheik together. Mixing such different spelling patterns of the same sound without any logical explanations, overwhelms students and veers them away from learning. Students lose hope while trying to figure out why and when to spell the same sound one-way and not the other. 24. The 26 English letters should have been 206 letters: Camilia's Program presents all of phonics, which are approximately 180 spelling patterns of sounds. Moreover, phonics are

introduced one-at-a-time, in a logical order for the logical minds, and in a very organized manner. Practically, the 26 letters are not the only ABCs in English. The ABCs should have been [26 letters + 180 spelling patterns of sounds we call phonics = 206 spelling patterns of the English sounds]. Teachers please, do not stop after teaching the ABCs. Every spelling pattern of a sound must be taught independently and immediately after teaching the 26 letters and before asking students to read sentences and stories. We cannot teach the letter "s" and the letter "h" and leave out the phonic "sh" as in "ship." We need to offer learners logical reasons; in this case, tell them that the 26 letters don't have one letter to spell the sound of "sh" as in "ship," and that we have had to combine two letters to spell this sound. In addition, try to introduce the "sh" in a number of words until the pattern is learned. Only after teaching each of the 180 spelling patterns of the sounds, we call phonics, should we be asking students to read sentences and stories.

25. All the prefixes presented in 900 words: Camilia's Program presents all the prefixes with their meanings followed by nearly all the words that share that specific prefix. The prefixes are presented in one chapter in the book entitled The Consonants. This is a portion sample of a lesson: bio = of life or living: biochemistry, biodegradable, biology geo = of earth: geology, geography, geometry

26. All the silent letters: In addition to making every silent letter italic throughout this entire program, all the silent letters are also grouped in a wordlist, presented in one lesson, and made ready for the students to read and learn them. For example, the 15 words that contain a silent b are: comb bomb bombing lamb numb thumb crumb dumb dumber plumber climb doubt debt tomb subpoena

27. All the compound and hyphenated words presented in one book titled All the Compound Words; the words are made ready for students to read and learn, as in these examples of compound and hyphenated words: backache backbone backbreaking backyard background etc. back-and-forth back-to-back 28. The order in which phonics are introduced in the book entitled Read Instantly is carefully planned; beginners are always informed beforehand when any new change in the spelling pattern of a sound is about to occur. For instance, they are not asked to read any words with double letters until they are first informed that English words can contain double letters for various good reasons. Following that, they are presented with a few examples like the "inn" and the reason we

have "nn" in "inn" is to tell it apart from "in." In this way, there are no confusions about having double letters in English and any possibility of leaving anyone without learning is eliminated. Every single person, capable of learning the ABCs learned to read from Read Instantly. Learners labeled as "impossible cases" immediately read aloud from this book without a stop until they finished reading it in a day or two. Now they are able to read any words that they see; and some of them have become literacy tutors. Students must be informed before introducing any new phonic. Example of the q that says k, and the cu that says q: There can be a difference between the name of a certain letter and its actual sound when used in words. For instance, the letter q used in the word queen sounds like the k, but the name of the letter q is found in cu as incute. Without explaining, students who have just learned the 26 letters expect each letter to sound like its letter name when used in words; they do not know that the q makes a k sound unless they are informed of this fact before reading sentences and stories. Therefore, before asking students to read any words that contain the letter q, they need to be informed that the name of the letter "q" is "q" but the sound of q when used in words is a k sound. Moreover, they need to be informed the sound of q is spelled in cuas in accumulate. If students are not informed ahead of time of such changes between a letter's name and its sound, they may always have difficulties reading or spelling words that contain the letter "q" and they may end up spelling words like "frequently" as "frekwently" and "cucumber" as "qucumber." Analytic learners tend to question why they are told one thing and then asked to read or write something else. They look for the logic behind such changes. Young children specifically are unable to diagnose the problem nor are they able to form the questions they need to ask. Soon after that, they are diagnosed with dyslexia. 29. Dissecting the English letters & words: How the students feel does count. They need to feel in control when using their first language. For instance, learning that the vowel "A" has only five sounds makes them feel that they want to learn more. Furthermore, learning that the five sounds of the vowel "A" are spelled in 12 ways makes them feel more in control over their own language. Imagine how they feel after they read all the specifics about the vowel "A" and then use each of the fiver sounds and each of the 12 spelling patterns in practice lessons in over 2,000 words. For example, they learn that the vowel "A" has five sounds that are spelled in these 12 ways: The long a sound: rain, ray, ate, eight, table The short a sound: fat The special sound of a: fall, false, auto, law The minor sound of a: war The schwa sound of a: permanent Depending on what follows the "a," it can sound long, short, like the "au" in "auction," or like a schwa. We need to slow down to see what comes after the vowel "a" before reading it. 30. A combination of formulas in one comprehensive program: Camilia's Program is a breakthrough due to having a combination of formulas in one comprehensive program. Its magnitude is in its entirety. Encompassing 30 unique learning features in one program, makes learning inescapable.