Note from Internet Publisher: Donald L. Potter

REMEDIAL READING DRILLS

THORLEIF G. HEGGE, PH. D.

SAMUEL A. KIRK, PH. D

WINIFRED D. KIRK, M. A.

Wayne County Training School, Northville Michigan

With Directions by

SAMUEL A. KIRK, PH. D.

Previously Published by

George Wahr Publishing Co.

Ann Arbor, Michigan

1965

Internet Edition for Free Distribution

by Donald L. Potter

Odessa, TX

2005

Table of Contents

Part I

Introductory Sounds

Drill

(ă)

b c d f g h

j l m n p r s t x

Drill

(ŏ)

Drill

Review of a, and o

Drill

(ĭ)

Drill

Review of a, o, and i

Drill

(ŭ)

Drill

Review of a, i, o, and u

Drill

(ē)

Drill

(sh)

Drill 10

(o͞o)

Drill 11

(ch), and tch (ch)

Drill 12

Review of ee, oo, sh, ch, and tch

Drill 13

(är)

Drill 14

(ā), and ai (ā)

Drill 15

(ôr)

Drill 16

old (ōld)

Drill 17

Review of ar, or, old, ay, and ai

Drill 18

(ĕ)

Drill 19

Review of a, o, i, u, and e

Drill 20

(ē)

Drill 21

(ō)

Drill 22

(k)

Drill 23

ow (ä΄

oo), and ou (ä΄ oo)

Drill 24

Review of ea, oa, ck, ow, and ou

Drill 25

Long Vowels of a (ā), i (ī), o (ō), and u (ŭ) with Final e

Drill 26

General Review of All Preceding Drills

Drill 27

ing (ĭ)

Drill 28

all

(ôl)

Drill 29

ight (īt)

Drill 30

(

), wh (hw), and qu (kw)

Drill 31

(ûr), ir (ûr), and ur (ûr)

Drill 32

Review of ing, all, ight, th, wh, qu, er, ir, and ur.

Drill 33

General Review of Part I

Test Covering Part I

Part II

Combination of Sounds

Drill 34 an (ăn) in (ĭn) and un (ŭn)

Drill 35 en (ĕn), and on (ŏn)

Drill 36 ink (ĭnk), ank (ănk), and unk (ǔn)

Drill 37 Review of an, in, en, on, ink, ank, and unk. Drill 38 ing (ĭng), ang (ăng), ong (ŏng), and ung (ǔng)

Drill 39 and (ănd), ound (ä´ o^͝ond), and est (ĕst)

Drill 40 all (ôll), ill (ĭl), and ell (ĕl)

Drill 41 Review of ing, ang, ong, ung, and ound, est, all, ill, and ell Drill 42 Initial Consonant Combinations

Drill 43 Further Consonant Combinations Drill 44 Review of Consonant Combinations Drill 45 General Review of Part II

Test Covering II

_______

Part III

Advanced Sounds

Drill 46 aw (ô), au (ô), and ew (ū. oo^͞)

Drill 47 ook (oo^͝), ind (īnd,), oy (oi), and oi (oi)

Drill 48 -y (ǐ), -ly (lǐ), -le (l), and –ed (d,t)

Drill 49 ge (j), ce (s), ci (s), and –cy (sǐ)

Drill 50 Review of aw, au, ew, ook, ind, oy, oi, -y, -ly, -le, -ed, ge, ce, ci, and -cy

Drill 51 aught (ôt), ough ((ôt), pro- (prō), and other (ŭ th ēr)

Drill 52 re- (rē), be- (bē), de- (dē) and pre- (prē)

Drill 53 -sion (shŭn), -tion (shŭn), -ation (ā´ shŭn), -ution (ū´ shŭn)

Drill 54 Review of aught, ought, pro-, other, re-, be-, pre-, -sion, -tion, and ution. Drill 55 Review of Part III

Test Covering Part III

Part IV

Supplementary Execises

Exceptions to Configurations Previously Taught

Exercise

ea (ĕ)

Exercise

ow (ō)

Exercise

th (th)

Exercise

ive (ǐv)

Configurations Not Previously Taught

Exercise

kn (n), and gn (n)

Exercise

wr (r)

Exercise

ph (f)

Exercsie

ould (ood)

Exercise

alk (ôk)

Exercise 10

alm (äm)

Exercise 11

ex (ĕx), con- (cŏn), and dis- (dǐ)

Exercise 12

-ous (ŭs), and –ful (fool)

Exercise 13

wor (wŭr)

Exercise 14

war (wôr)

Exercise 15

air (âr), and are (âr)

Exercise 16

eigh (ā)

Exercise 17

ie (ē)

Exercise 18

Monosyllables Ending in y (ī), or ie (ī)

Exercise 19

oil (ōl)

Exercise 20

oe (ō)

Exercise 21

o (ō) Ending, and e (ē) Ending

Word Building Exercises and Compound Words

Exercise 22

Word Building

Exercise 23

ever

Exercise 24

under

Exercise 25

sea

Exercise 26

post

Exercise 27

school

Exercise 28

house

Exercise 29

over

Exercise 30

some and come

Exercsie 31

where and there

Exercise 32

Finel e Dropped Before Vowels

Exercise 33

Final e Kept Before Vowels

Exercise 34

y Changing to ies, or ied

Exercise 35

Plurals

Exercises for Letter Confusion

Exercise 36

b, d, and p

Exercise 37

m and n

PART 1. Introductory Sounds

Drill 1

a b c d f g h j l m n p r s t x

s a t m a t

c a p s a p

a m r a m

r a g b a g

c a n m a n

s a d m a d

s a t s a p

m a p m a n

t a n t a p

c a b c a t

b a g b a d

h a t h a m

r a p r a t

l a d l a p

s a t m a n

m a p c a n

r a g c a t

j a m f a n

r a t b a t

m a p t a p

S a m h a m

t a g w a g

r a n t a n

h a d l a d

S a m s a d

m a d m a t

t a g t a x

c a p c a n

b a n b a t

h a g h a d

r a n r a g

f a n f a t

f a t t a n

m a d c a t

l a p h a m

d a m h a d

c a t f a t

l a p r a p

d a m j a m

h a g l a g

f a n p a n

p a d d a d

p a t b a n

m a n c a b

b a t t a p

t a g r a p

sat	cap	rag	can	sad	mat	sap
ram	bag	man	mad	rat	map	Sam
tag	ran	had	bat	tap	ham	wag
tan	lad	cat	lap	dam	hag	fan
pad	fat	rap	jam	lag	pan	dad

Drill 2

h o t p o t

s o b r o b

h o p m o p

c o g f o g

s o d r o d

h o p h o t

p o p p o d

c o b c o g

T o m t o p

r o b r o d

m o p m o b

s o b s o d

h o t m o p

r o b h o p

g o t T o m

n o t

m o b

t o p

h o g

n o d

h o g

p o t

c o d

t o p

r o b

m o p

s o d

n o t t o p

r o d h o g

n o d s o b

r o t g o t

f o b b o b

p o p l o p

j o g b o g

h o d p o d

h o d

p o d

c o t

T o m

r o t

m o b

s o b

p o t l o p

r o t h o d

j o g p o p

dot	mop	Tom	cob	jog	pop	hot	cog
log	pot	hog	lot	sod	fob	got	bob
not	fog	log	pod	pop	rob	sob	rot

Drill 3 — Review

a o

s a t	b a g	r a m
h o g	s o d	t o p
t a g	r a n	h a m
l a p	m a n	h a t
c a t	c o t	h a t
r a t	r o t	m a p
h o g	h a g	s o d
c o b	c a b	p a d
p o t	c a t	b a g
m a t	m o p	c o b
h o d	j o g	f a t
r a n	c o g	c o t
r o b	b a t	s a d

c a p	l a d	t a n
g o t	m o b	n o t
m o p	f o g	r o d
r o b	l o g	d o t
h o t	p a t	p o t
m o p	h a d	h o d
s a d	t o p	t a p
p o d	n o t	N a t
l o g	h o d	l a d
c a p	t a n	T o m
f o b	n a g	l a p
s o b	f a n	l a d
p o p	l o t	m a n

bob	lot	tap	jog	mat	pop	fat	pad
rob	bat	sob	fan	cat	hot	job	cap
rod	wag	got	map	ran	cob	man	cog
jam	sat	mop	rag	pod	lap	not	had

s i t f i t

h i m r i m

s i p r i p

w i n t i n

f i g r i g

h i d l i d

r i b f i b

m i x s i x

h i t h i m

s i n s i t

r i b r i m

t i n T i m

l i d l i p

p i g p i n

s i t h i m

s i p w i n

r i d h i d

m i d d i g

f i n b i g

Drill 4

h i t b i t

d i m J i m

n i p l i p

s i n f i n

p i g b i g

d i d k i d

b i b f i b

f i x s i x

h i d h i p

s i p s i x

r i p r i g

t i p t i n

l i t l i p

p i t p i g

f i t r i m

r i p t i n

r i g h i t

b i n d i p

k i d f i b

k i t

T i m

d i p

b i n

d i g

m i d

r i b

m i x

h i t d i m

h i p s i n

r i m h i p

p i t l i p

s i x r i b

tin	fib	pig	sin	bit	rip	pin	sip
jig	nip	him	hip	did	lip	dip	mix
hit	bin	hit	fin	fig	six	lip	hid
big	fit	dig	sit	mid	rig	rib	fix

Drill 5 — Review

a o i

s a t	c a p	r a g
n o t	s o b	h o p
s i t	h i m	s i p
m a t	s a p	r o b
h a t	h o t	h i t
t a p	t o p	t i p
b i g	b o g	b a g
h a t	h i t	h o t
f i t	s a t	d o t
r a g	r i m	r o b
p o d	r i p	m a t
b a g	p o t	l o g
h i p	s o b	f a n
m i x	r o d	w a g

c a n	s a d	m a t
c o g	s o d	p o t
w i n	f i g	h i d
m o p	f i t	r i m
p a t	p o t	p i t
h a d	h o d	h i d
l i p	l o p	l a p
t o p	t a p	t i p
m o p	c a p	s i p
s i p	s a d	s o b
l a g	d i m	h o t
n i p	j i g	m a n
c a t	d i d	f o b
d i p	g o t	m a p

pan	sod	lot	pit	jog	six	rip	ram
rat	hog	dot	Sam	pop	can	kid	rap
sad	big	wag	fin	nod	dip	dig	top
Jim	tan	bog	jab	mob	dam	cot	rim

n u t h u t

f u n r u n

u p p u p

r u g m u g

h u b r u b

b u d m u d

s u m h u m

h u t h u m

r u n r u g

b u s b u t

s u p s u n

c u t c u p

g u n g u t

c u p f u n

h u t r u n

s u n c u p

m u d h u m

s u p n u n

Drill 6

c u t g u t

n u n s u n

s u p c u p

p u g j u g

t u b r u b

c u d m u d

g u m r u m

h u g h u b

r u b r u m

b u g b u n

s u m s u n

c u d c u p

g u m g u n

h u b s u m

b u s c u t

b u t r u g

r u b r u n

t u b g u m

b u t j u t

g u n b u n

s u p p u p

d u g b u g

h u b t u b

b u d c u d

g u m s u m

r u g b u d

s u p n u t

h u m n u n

p u p m u g

p u g c u d

hut	mud	hug	rub	bus	cud	sum	jug	run
tub	dug	jut	tug	gun	bun	rum	hub	nut
gun	up	cut	sun	tub	gum	mud	fun	hum
hut	pup	gut	mug	jut	bug	bun	sum	cup

Drill 7—Review

		a
p a d	f a t	r a p
t i n	f i b	p i g
b i g	s a t	c a p
d o t	m o p	T o m
p a n	n o t	p i t
c u p	f u n	h u b
b i g	b a g	b o g
h i t	h o t	h u t
r u m	r a m	r i m
b i t	b a t	b u t
p o t	f i n	s u m
s a d	b u t	d i m
g o t	d a d	b u n
s a t	d o t	m o p
f i b	s i p	s u m
r a g	c a n	h u t
s i n	t u g	r a t
s i p	l o t	S a m
g u n	p i t	c a t

i	o		u
	j a m	l a g	p a n	m a d
	l i d	b i t	r i p	h i m
	d i g	a m	f i t	h i p
	c o b	j o g	p o p	s o b
	d i g	h o p	h i d	s a t
	s u m	r u g	b u d	h u t
	b u g	c a t	c o t	c u t
	h a t	s a p	s u p	s i p
	j u g	j o g	j i g	j o g
	h u m	h i m	h a m	h i m
	h i t	n u t	c o b	t u g
	r u g	d a m	h i t	c u d
	n a p	g u m m u d		t o p
	t i n	c u p	f u n	b i t
	c o b	r u g	p o p	n u n
	p i n	r u n	f o b	u p
	p i t	h o g	b u t	m a p
	s o d	h i t	m u g	h a d
	p o p	k i d	l a d	b u s

fib	hag	bat	sum	bun	cot	pit	six
top	mob	tan	tub	pug	hid	rip	bat
nod	wag	him	dug	pup	dot	hip	dad
mix	bob	man	dip	jut	nun	pop	dam
bag	rod	bug	pod	Jim	map	cud	got

			Drills 8
			ee
d ee d	f ee d	h ee d	n ee d	s ee d	w ee d
b ee r	d ee r	j ee r	l ee r	p ee r	d ee r
f ee l	h ee l	r ee l	k ee l	p ee l	f ee l
s ee k	w ee k	p ee k	m ee k	r ee k	l ee k
p ee p	w ee p	k ee p	d ee p	w ee p	k ee p
b ee t	f ee t	m ee t	f ee t	m ee t	b ee t
d ee m	t ee m	s ee m	t ee m	s ee m	d ee m
r ee d	r ee f	r ee k	r ee l	r ee d
d ee r	d ee p	d ee d	d ee m	d ee p
p ee r	p ee l	p ee k	p ee p	p ee l
s ee	s ee n	s ee k	s ee d	s ee m
w ee	w ee d	w ee k	w ee p	w ee k
k ee l	k ee n	k ee p	k ee n	k ee p
d ee r	r ee d	p ee r	s ee	d ee p	d ee d
b ee	r ee f	p ee l	f ee	s ee n	r ee k
b ee r	w ee	f ee t	w ee d	l ee	p ee k
m ee t	k ee l	l ee k	m ee k	k ee n	b ee t
s ee k	f ee l	l ee r	n ee d	w ee k	k ee p

deem	reel	peep	beef	seep	feed	weep
leek	heel	keen	deep	reed	peel	seem
beet	feet	week	leer	heed	keep	need
eel	jeer	teem	keel	deed	seem	meet

Drills 9

d a sh c a sh

m a sh r a sh

d i sh f i sh

g u sh m u sh

sh ee p sh ee t

sh o d sh o t

sh i p sh i n

sh ee p d a sh

sh o d d i sh

c a sh sh i n

f i sh m u sh

sh u n s a sh

h u sh sh ee n

sh a m l a sh

g a sh l a sh

s a sh d a sh

w i sh d i sh

h u sh r u sh

sh ee r sh ee n

sh o p sh o d

sh u n sh u t

sh i p m a sh

g u sh sh ee t

r a sh sh o t

sh ee r g a sh

sh o p w i sh

l a sh sh u t

sh ee t ru sh

sheep	shod	cash	fish	shun	hush
dash	dish	shin	mush	sash	sheen
ship	gush	rash	sheer	shop	lash
mash	sheet	shot	gash	wish	shut

Drill 10

b oo t h oo t

b oo n m oo n

c oo l f oo l

r oo m l oo m

f oo d m oo d

r oo f h oo f

h oo p l oo p

r oo t r oo m

b oo t b oo n

h oo t h oo f

m oo r m oo n

b oo t m oo n

r oo f h oo p

l oo m m oo d

s oo n t oo l

m oo r sh oo t

p oo r t oo t

r oo t	h oo t
s oo n	n oo n
t oo l	p oo l
d oo m	b oo m
r oo d	f oo d
w oo f	r oo f
m oo r	p oo r
r oo d	r oo f
b oo m	b oo t
h oo p	h oo f
m oo d	m oo n
c oo l	r oo m	f oo d
b oo n	h oo t	f oo l
h oo f	l oo p	r oo t
d oo m	r oo d	w oo f
n oo n	p oo l	b oo m
d oo m	w oo f	c oo l

boot	roof	loom	soon	moor	moon	poor
hoop	mood	tool	shoot	cool	boon	toot
hoof	doom	noon	hoot	room	loop	rood
pool	woof	food	root	fool	woof	boom

ch a p ch a t

ch i n ch i p

ch ee k ch ee r

w i tch p i tch

h a tch c a tch

m u ch s u ch

r i ch ch a p

ch ee k p i tch

n o tch ch ee r

ch i ll b ee ch

l a tch ch o p

d i tch ch a t

ch i ll b ee ch

Drill 11

	tch
ch a ff	ch a p
ch i ll	ch i n
ch ee r	ch ee k
h i tch	i tch	d i tch
m a tch	l a tch	p a tch
r i ch	b ee ch	m u ch
h a tch	ch i n	d i tch
ch a t	c a tch	ch i p
h i tch	ch a ff	m a tch
ch o p	i tch	ch u m
p a tch	ch i n	ch ee k
ch i n	n o tch	c a tch
r i ch	h a tch	s u ch

chin	rich	cheek	chap	notch	chill
latch	chop	cheer	pitch	beech	hatch
chat	chin	hitch	patch	chop	catch
chaff	itch	ditch	chin	chum	chip

Drill 12 – Review

s eek f ee l

sh u t sh o d

sh ee p g u sh

b oo m h oo p

b ee t b oo t

p oo r p ee r

h u sh m oo n

ch a t ch u m

ch i p sh i p

d i tch d i sh

sh u t sh o d

ch ee k sh o p n o tch sh oo t

ch i n w ee k

ch i ll b oo t

d a sh l ee k

h i tch p oo l

sh o d r ee d

ee	sh	ch
oo		tch
l ee k	m ee t	d ee r	b ee f
c a sh	sh o p	d i sh	s a sh
sh o t	s ee n	d a sh	m ee t
m oo d	p oo l	r oo f	s oo n
sh oo t	sh ee t	s ee n	s oo n
f ee l	f oo l	sh oo t	sh ee t
f ee d	n oo n	sh o t	d ee d
h i tch	ch o p	c a tch	r i ch
c a sh	ch o p	c a tch	ch o p
sh i n	ch i n	m u ch	m u sh
p i tch	c a sh	ch i ll	s u ch
ch a p	f ee d	sh ee t	d i tch
ch a t	s oo n	ch i p	p oo l
w oo f	n oo n	p a tch	f ee t
sh ee p	d ee m	l a tch	h oo p
ch a t	h oo f	sh i p	b ee t
m a sh	ee l	r i c h	r oo f
ch o p	m oo d	m a tch	d i sh

heel	chin	doom	gush	feet	itch	woof
sheet	jeer	cheek	loon	cash	peep	cheer
tool	shin	keen	hitch	noon	rash	week
ditch	food	shot	teem	chap	soon	fish
beef	pitch	shoot	mush	deep	patch	hoot
sheer	keel	chin	root	gash	dee	catch

Drill 13

b ar	f ar	c ar	t ar	j ar
m ar	s t ar	s c ar	f ar	c ar
c ar t	d ar t	h ar t	m ar t	p ar t
c ar d	y ar d	b ar d	h ar d	l ar d
ar k	l ar k	p ar k	d ar k	sh ar k
ar m	f ar m	h ar m	ch ar m	f ar m
y ar n	b ar n	d ar n	h ar p	sh ar p
ar ch	ar k	ar m	ar t	ar m
h ar d	h ar k	h ar m	h ar p	h ar t
b ar	h ar d	b ar k	b ar n	b ar k
c ar	c ar d	C ar l	c ar t	c ar
d ar k	d ar n	d ar t	d ar n	d ar k
m ar	m ar ch	m ar sh	m ar t	m ar k
b ar	c ar t	y ar n	ar m	c ar d
ar k	b ar n	y ar d	l ar k	d ar t
s t ar	f ar m	p ar k	h ar t	c ar
d ar n	b ar d	s c ar	ch ar m	d ar k
h ar p	m ar t	c ar d	sh ar k	p ar t
g ar b	m ar sh	t ar	y ar d	sh ar p

chart	hark	mark	sharp	farm	shark	lard
part	car	harp	charm	dark	hard	mart
far	scar	hart	bark	harm	darn	star
dart	yard	lark	arm	mar	march	yarn

			Drill 14
		ay		ai
s ay	d ay	h ay	l ay	r ay	n ay
b ay	m ay	p ay	j ay	w ay	g ay
s l ay	p l ay	c l ay	f l ay	c l ay	p l ay
p r ay	b r ay	t r ay	g r ay	f r ay	p r ay
m ay	d ay	p ay	w ay	s ay	s l ay
w ay	g ay	g r ay	l ay	s l ay	p l ay
n ai l	s ai l	f ai l	r ai l	t ai l	w ai l
m ai n	r ai n	C ai n	f ai n	l ai n	ch ai n
p ai d	m ai d	l ai d	w ai t	g ai t	b ai t
m ay	m ai n	m ai l	m ai d	m ai l	m ay
g ay	g ai t	g ai n	g ai t	g ay	g r ay
p ay	p ai d	p ai n	p ai l	p r ay	p l ay
s ay	p ai d	d ay	g ai n	p r ay	m ai n
n ai l	b ay	s l ay	r ai n	m ai l	m ay
l ai n	s l ay	m ai d	p ai l	p ay	r ai n
b r ay	l ai d	h ay	p l ay	b ai l	t r ay
l ay	c l ay	p ai n	v ai l	w ay	l ai d

bait	say	chain	gay	vail	gain	fray	vain
gray	fain	jay	gait	bail	wait	flay	ray
maid	jay	jail	may	hail	tray	slay	day
bay	rain	wait	way	play	say	pail	chair
sail	flay	bail	bray	gay	pain	bait	may

Drill 15

b or n	c or n	h or n	t or n
g or t	f or t	p or t	s or t
f or k	p or k	c or k	c or d
f or t	f or m	f or k	f or d
c or k	c or d	c or n	c or d
p or k	p or t	p or t	p or k
or	f or k	s or t	b or n
f or t	or b	c or k	h or n
c or d	t or n	s or t	f or t
f or d	m or n	f or	p or k

w or n m or n

f or t sh or t

l or d f or d

c or n p or k

p or t n or

w or n c or k

f or t h or n

sort	corn	port	nor	fork	or	lord	short
cord	morn	born	nor	for	sort	pork	torn
orb	corn	lord	horn	fort	cork	short	or

			Drill 16
				old
o ld	c old	h old		t old	b old
s old	s c old m old			f old	g old
b old	t old	c old		h old	old
g old	f old	m old		s old	s c old
mold	cold	hold	old	fold	hold	gold
told	bold	scold	sold	cold	told	fold
old	gold	hold	cold	bold	scold	mold

		Drill 17 – Review
		ar		ay
		or	old	ai
h ar p	m ar t		c ar d	sh ar k		p ar t
f or d	b or n		s or t	p or k		f or t
b ar n	b or n		f or m	f ar m		f or
p or t	p ar t		c ar d	c or d		c ar
g ar b	c or d		h ar p	or b		d ar n
b old	t old		c old	h old		old
f or k	b ar n		old	c ar d		p or t
g old	s or t		p or k	ar m		s old
n ai l	b ay		s l ay	r ai n		m ai l
v ai n	s t ar		sh or t	g ay		h ar d
m or n	f l ay		m ar k	t ai l		c or d
t r ay	m ar sh		s c old	j ai l		d ar n
b old	m ai n		c ar t	p ay		t old
p r ay	c old		or b	sh or t		b ai l
g old	c l ay		p or k	l ai n		old
b or n	c ar t		c l ay	c old		or b
s ai l	b ar n		c old	f or t		h ay
b ai t	p ar k		f or m	c ar d		v ai n
s ay	p or k		h old	w ay		g ai n
m ar t	c or k		r ay	m old		w ai l
gold	sort	hold	gray	yarn	ark	rain
told	ford	sold	chain	flay	lark	old
bay	shark	wait	march	hail	short	bold
maid	torn	part	star	may	gain	wail

b e t n e t

j e t w e t

d e n h e n

b e g k e g

b e d f e d

w e d sh e d

b e t b e g

m e t m e n

p e t p e n

l e t l e g

b e t d e n

d e n w e d

w e t m e n

sh e d p e t

r e d p e n

p e t M e g

Drill 18

g e t	p e t	s e t
l e t	m e t	b e t
m e n	p e n	t e n
l e g	p e g	M e g
l e d	N e d	r e d
r e d	b e d	f e d
b e d	b e t	B e n
M e g	m e n	m e t
p e g	p e n	p e t
l e d	l e ss	l e t
k e g	b e d	n e t
b e g	h e n	j e t
n e t	l e g	f e d
p e g	t e n	g e t
l e t	b e t	N e d
B e n	s e t	f e d

net	jet	fed	get	ten	Ned	set	leg
hen	bed	keg	net	set	peg	leg	den
Meg	pet	pen	wed	men	bet	shed	wed
wet	red	pet	Ben	less	set	web	get

Drill 19 – Review

a u

o i e

m a t c a n

h o t s o b

t i n f i b

c u p m u g

b e t B e n

p a n b e g

h i t d e n

w e t f i b

N e d p u p

p e t n u n

h i p m e n

b i g b a g

b i t b a t

l e g l o g

h u m h i m

d e n D a n

t e n t i n

l a d b e t

w i n m e t

g e t s a t

t e n c o b

w a g m a d

t o p j o g

p i g s i n

g u n s u m

k e g n e t

n o t s a t

h o t r e d

b u n f e d

w a g m a p

n e t g o t

m a n m i x

b e g b u g

b u t b e t

l a g l e g

h a m h e m

d i n p e g

t a n r e d

k i t p o p

g u n sh o t

l o t n e t

s i t r u n

r a n c a p

n o d g o t

b i t r i p

j u g r u b

w e d s e t

m e n h o p

d i g m o p

t u b d i p

p e n c u d

d u g p o d

f a t t e n

b o g b e g

b a t b e t

l a g l o g

h i m h e m

p i g p e g

r i d r e d

d e n c u t

r a t b e d

s i p t u g

l e g h a g

six	man	men	cot	cut	bet	bat	hag	fib
shot	nun	chip	get	hub	shop	chin	gum	bat
chop	hat	peg	jut	wig	pen	pin	hid	dad
rot	shut	hen	tin	led	bat	less	cot	jam

b ea t s ea t

b ea n l ea n

d ea l h ea l

w ea k b ea k

l ea p r ea p

b ea d l ea d

f ea r h ea r

b ea n t ea m

b ea t b ea n

r ea d r ea r

l ea k l ea d

h ea t h ea p

m ea d m ea l

s ea s ea l

p ea p ea ch

b ea ch f ea r

s ea t b ea k

s ea m r ea d

p ea ch g ea r

s ea l m ea n

Drill 20

h ea t n ea t

d ea n m ea n

p ea l s ea l

p ea k l ea k

h ea p l ea p

r ea d m ea d

r ea r d ea r

s ea m s t ea m

b ea m b ea k

r ea p r ea l

l ea f l ea n

h ea l h ea r

m ea n m ea t

s ea m s ea t s

p ea k p ea l

l ea p b ea d

h ea r l ea d

h ea t p ea l

m ea d l ea d

n ea t w ea n

m ea t ch ea t

w ea n b ea n

v ea l w ea l

b ea k s p ea k

h ea p ch ea p

r ea d b ea d

n ea r sh ea r

c r ea m d r ea m

b ea d

r ea ch

l ea p

h ea t

m ea n

p ea k

p r ea ch

w ea k b ea n

l ea n r ea ch

d ea n h ea p

l ea p s t ea m

n ea r c r ea m

dream	shear	cheap	bead	weal	bean	speak	veal
team	hear	lead	reap	leaf	zeal	steam	teach
each	cream	hear	read	beak	deal	fear	cheap

oa t b oa t

oa k s oa k

oa r r oa r

c oa l g oa l

t oa s t c oas t

t oa d l oa d

c oa t c oa l

r oa d r oa m

l oa n l oa d

b oa r b oa t

f oa m t oa d

oa k b oa t

l oa d b oa s t

c l oa k l oa m

b oa r r oa ch

Drills 21

c oa t g oa t

c r oa k c l oa k

s oa r b oa r

sh oa l g oa l

b oa s t r oa s t

r oa d t oa d

c oa x c oa ch

r oa r r oa s t

l oa m l oa f

b oa s t g oa l

t oa s t c oa l

g oa l c oa s t

r oa d sh oa l

g oa t r oa m

g oa t t oa t

m oa t

s oa k

b oa r

c oa l

c oa s t

r oa d

c oa s t

r oa ch

l oa d

g oa t

oa r

s oa k

c oa t

c r oa k

c oa l

road	coat	roast	load	oar	coast	roam	boat
coax	moat	soap	loan	coach moan		soar	goal
roar	loaf	load	roam	goat	croak	oak	shoal
toad	roach	oar	toast	hoar	coal	road	oak

Drill 22

b a ck s a ck

j a ck l a ck

p i ck s i ck

t i ck D i ck

r o ck s o ck

c o ck sh o ck

t u ck l u ck

b e ck p e ck

b a ck p i ck

t u ck j a ck

s o ck l a ck

d e ck t a ck

m o ck r a ck

h a ck	r a ck	t a ck
p a ck	s a ck	b l ac k
n i ck	k i ck	l i ck
w i ck	s i ck	ch i ck
m o ck	d o ck	t o ck
h o ck	s o ck	d o ck
b u ck	d u ck	m u ck
s p e ck	n e ck	d e ck
p e ck	t i ck	l o ck
l u ck	sh o ck	s p e ck
s i ck	s a ck	w i ck
b e ck	h a ck	b u ck
k i ck	d u ck	d o ck

muck	tock	lick	neck	back	deck	sock
nick	mock	pick	jack	Dick	tack	peck
tuck	luck	sick	dock	kick	suck	shock
speck	hack	duck	lock	pick	buck	wick
lack	nick	rock	black	sack	luck	tuck

Drill 23

ow ou

c ow n ow

ow l f ow l

g ow n d ow n

c ow h ow

ou t b ou t

s t ou t s p ou t

p ou ch c ou ch

b ou n d f ou n d

c ow ou t

g ow n ou r

f ow l f ou l

h ow sh ou t

c ou ch t ow n

h ow h ow l t ow n n ow

sh ou t

s c ou t

v ou ch

h ou n d

ow l

n ow

d ow n b ou t s ou r

v ow ow l g ow n b r ow

r ou t

s n ou t

c ou ch

p ou n d

p ou ch b ou n d m ou n d h ow l v ow

b r ow p r ow l b r ow n p r ow

b ou t

ou t

p ou ch s ou n d

b r ow n s t ou t s c ou t p r ow r ow l

found	cow	round	owl	shout	brown
down	loud	prow	scout	pouch	our
cow	round	gown	rout	howl	pound
out	town	foul	bound	now	noun
sound	couch	town	how	out	sour

Drill 24 – Review

ea ow

oa ck ou

f ea r l ea p

f oa m r oa d

b ea t b oa t

l oa f l ea f

l ea n r oa m

b a ck p i ck

b ea n s a ck

c ow t ow n

ou t ou r

b oa t b ou t s

h ea t r ou n d

l a ck f ow l

d u ck l oa n

d r ea m s oa p ch ea p g ow n

oa k s i ck

n ou n l o ck

s t ea m f ow l

b ea t c oa l b ea s t r ea d t ea ch l u ck c oa t

ow l l ou d ou r g oa t s n ou t h ow

s oc k

oa r

h ow r oa r b ea n

w ea k

l oa f

b oa s t

r oa d

m ea t

r o ck

t i ck

h ow l

f ou n d

s oa r

h ow p ea ch l oa d

v ow

c r ea m h ou n d m ea n c oa ch

n ea r

c oa t

r oa ch

c r oa k

t oa d

l i ck

r oa r

p r ow

c ou ch

c oa ch

t ea m

s i ck

p e ck

m oa n r ou n d l oa n p ou n d s a ck

r ea d c oa s t r ea ch c r ea k l oa n s u ch l ea p

d ow n s t ou t c ou ch r oa ch r ea l b ou t

o ur ow l s ea t s ea l h ou n d

each	muck	road	down	load	vow	toad
dream	now	tuck	goal	dock	out	our
pouch	hound	buck	soak	speak	croak	town
how	shock	foul	boast	preach	loaf	kick

			Drill 25
		Long Vowel with Final e
		a	i	o	u
at	ate	r at		r ate	f at	f ate
c an	c ane	m an		m ane	D an	D ane
g ap	g ape	c ap		c ape	t ap	t ape
m ad	m ade	b ad		b ade	l ad	l ade
s it	s ite	b it		b ite	k it	k ite
d in	d ine	p in		p ine	f in	f ine
r id	r ide	h id		h ide	b id	b ide
h op	h ope	m op		m ope	p op	p ope
c od	c ode	r od		r ode	c od	c ode
us	u se	c ut		c ute	p l um	p l ume
p al	p ale	p op		p ope	p in	p ine
c an	c ane	c od		c ode	c ut	c ute
f ine	f in	f ate		f at	f ile	f ill
h ide	h id	h ope		h op	h ate	h at
s l ide	s l id	s l ime		s l im	s l ope	s l op
l ake	l ike	L uke		m ale	m ile	m ule
b ode	b ide	b ade		d ame	d ime	d ome
l ane	l ine	l one		p ale	p ile	p ole
h ole	h ale	w ide		w ade	r ode	r ide
c ane	c one	d ive		d ove	c ape	c ope
r ave	r ove	r ate		r ite	r ipe	r ope
l ane	l ine	w ide		w ade	d ote	d ate
t ime	t ame	c one		c ane	m ine	m ane
bide	rate	bad	made	mad	mule	bade	male
win	wine	hole	bode	case	tone	shine	shin
dike	rode	pile	duke	poke	dive	mat	mite
cave	mute	rid	rove	cove	wave	rip	rope
ripe	mule	rule	wine	man	mine	lone	mane
mile	not	mole	time	bat	den	dine	pane

Drill 26

General Review of All Preceding Drills

seek	feel	week	keep	meet	seem	feet	weed
ship	rash	sheep	fish	cash	sheet	shot	hush
boot	loop	tool	shoot	fool	soon	moon	food
chat	hitch	chop	rich	match	cheek	beech	chum
chart	part	harm	march bark		sharp	marsh	dark
say	pain	play	pail	stay	rain	maid	nail
fork	born	short	form	horn	for	fort	corn
old	bold	told	sold	gold	fold	mold	scold
set	men	bed	less	peg	red	hem	ten
beat	beach	team	steam	neat	fear	read	shear
oat	coat	soak	coal	goal	coach	coast	roast
back	pick	luck	sick	chick shock		sock	sack
cow	out	couch	town	found down		sound	gown
rate	mine	poke	mule	time	chase	code	plume
gold	chin	wine	week	pork	tail	horn	ship
hound now		food	card	hole	luck	coach	seem
how	loud	tack	duke	fed	sheep	leg	road
play	star	rain	mane	marsh	bold	stay	wait
fowl	shoot	rich	sold	may	blade	chain	seat
found	soap	cream	gown	ripe	cheer	pain	lone
beef	sash	meet	soon	jet	ditch	web	cloak
loaf	heat	round	roach	ford	kick	dark	cork
main	clay	barn	hail	sheet	moon	catch	wet
boat	duck	steam	town	met	team	tool	shark
cow	dock	oat	meat	short	cold	bark	tray
fork	gear	pen	much	ship	roast	couch	eat
duke	corn	patch	leaf	way	scold	hard	room

Drill 27

ing

s ing	w ing	r ing		k ing	b r ing	d ing
f l ing	s l ing	c l ing		f l ing	s t ing	s w ing
s ing ing	w ing ing		r ing ing		b r ing ing	d ing ing
p ay ing	w i sh ing		f ar m ing		ch ai n ing	b ea t ing
fish ing	kick ing		back ing		pack ing	cheer ing
hush ing	match ing		morn ing		arm ing	farm ing
sl ing ing	park ing		pitch ing		catch ing	tack ing
harm ing	sort ing		say ing		slay ing	march ing
play ing	rain ing		hold ing		shock ing	gain ing
bark ing	lay ing		feed ing		br ing ing	howl ing
boat ing	shout ing		lick ing		wait ing	dart ing

ring	cling	sting	wing	king	fling	bring
steaming howling mocking charming					hushing	farming
staying	dreaming laying shouting				gaining	barking
holding	scolding marching matching				harming feeling

Drill 28

all

all	b all		t all	f all	h all		c all
w all	h all		b all	w all	t all		s t all
c all ing		f all ing		s t all ing		s m all
tall	ball		hall	stalling		fall	small
wall	all		calling ball			hall	call
				Drill 29
				ight
f ight		m ight		s ight		r ight	m ight
l ight		t ight		w ight		b r ight	f r ight
f l ight		p l ight		s l ight		l ight	t ight
f ight ing		l ight ing		s ight ing		s l ight ing

fight	tight	right	sight	night	weight
flight	fighting	fright	plight	light	slight
bright	sighting	might	fright	fight	might

		Drill 30
	th	wh	qu
th an	th en	th em	th is	th us
th in	th at	th ou	th us	th is
th at	th ee	th en	th em	th an
wh en	wh ite	wh ich	w hip	wh ale
wh eat	wh eel	w him	wh ich	wh ite
th at	wh en	th en	wh ip	th is
th em	th en	wh ich	wh ite	th an
wh eat	th e	th is	wh eel	wh ale
th ine	th em	wh im	wh ile	th us
qu ack	qui ck	qu ake	qu ail	qu een
qu eer	qu est	qu it	qu ote	qu ick
qu ail	qu aint	qu ell	qu ill	qu ilt
th ou	wh ite	qu ick	th is	qu it
wh en	th en	qu een	th an	qu eer
th us	qu ack	wh ich	qu ake	th em

thus	thou	queer	quit	this	white
quack	when	quail	that	queer	wheat
with	wheel	tithe	quote	quest	which
thine	while	quick	than	lathe	then
whale	them	bathe	quick	which	quack
with	quick	quack	wheat	then	when

Drill 31

		er	ir
h er	h er d	h er b	v er b
f er n	s t er n	p er ch	t er m
f ir	s ir	s t ir	b ir d
d ir t	sh ir t	g ir t	b ir ch
h er	f ir	b ir d	un d er
h er d	b ir d	b ir ch	p er ch
f ur	c ur	b ur n	t ur n
c ur	c ur d	c ur b	c ur l
ch ur n	s ir	h er b	g ir l
h ar d er	s m ar t er		b ar t er

p er p er t

w er t h er

g ir d g ir l

f ir m f ir s t

s t ir s t er n

f ir m n ev er

l ur k T ur k

h ur l h ur t

b ur s t f er n

ch ar t er

fir	turn	bird	hurt	her	shirt
churn	herd	curl	bird	sir	harder
burst	stir	charter	verb	hurl	burn
bird	curl	cleaner	blacker	girl	fir
fern	cur	churn	stern	under	firm
birch	charter	never	sir	stir	fur

		Drill 32 – Review
	ing	th		er
	all	wh		ir
	ight	qu		ur
s ing	r ing	b r ing	k ing	w ing s	w ing
all	b all	f all	t all	h all s	t all
f ight	r ight	b r ight	m ight	s ight	l ight
th at	th en	th em	th is	th an	th us
wh en	wh ite	sh eat	wh eel	wh ile	wh ip
qu ack	qu i ck	qu een	qu eer	qu it	qu ake
h er d	f er n	ch a r t er	h er	s t er n	p er t
s ir	f ir m	b ir ch	f ir s t	b ir d	g ir l
c ur l	b ur n	l ur k	c ur b	ch ur n	b ur s t
f ight	s ing	b ur n	wh ich	th at	b all
qu it	qu itt ing	wh ile	f all	r ight	p er
b ir d	th an	qu een	l ight	s ing ing	th is
th e e	see ing	wh im	qu ack	f r ight	wh ipp ing
c l ean er	th ou	wh en	f all ing	qu e s t	T ur k
l ight ing	s m all	qu ote	s ir	wh ite	th en
whip	when	that	then	quack	quit
bring	sting	bright	might	ringing queen
them	while	verb	with	quake	queer
burst	fight	calling	wheat	whip	thus
holding	plight	then	harder	quit	small
cur	quaint	marching	call	whale	king
quick	hall	lathe	thou	when	charter
with	quote	stir	thee	tight	cheering
feeding	this	all	morning tithe		tall

Drill 33

General Review of Part I

sat	cap	rag	can	mop	hot	rod	fob
tin	pig	rip	did	hut	bug	sun	but
let	leg	fed	ten	mate	rode	dime	tune
hit	met	time	neck	bug	line	shock	date
not	cat	note	mutt	wade	mute	ripe	man
lake	sack	lot	cute	rip	rope	hole	kite
deer	see	keep	feet	sheep	cash	ship	fish
boot	moon	shoot	food	rich	chop	catch	such
car	barn	shark	part	day	play	rain	paid
for	corn	cork	fort	gold	old	scold	cold
meet	wish	soon	itch	hard	may	port	scold
much	sash	fool	torch	feel	scar	hold	pain
shell	clay	chip	weep	star	mold	porch	boon
seat	read	reach	heat	boat	coal	coat	load
back	kick	shock	duck	cow	out	owl	town
sing	ring	bring	wing	ball	small	fall	calling
fight	right	bright	light	that	them	then	this
when	white	while	whip	queen	quick	queer	quit
her	per	harder	sir	girl	stir	cur	turn
light	quake	bead	which	croak	kicking then		when
barter	crowd	tall	gird	thou	curd	quite	peck
hall	quick	howling blight		reach	roach	shout	than
light	quake	bead	lurk	with	when	croak	kicking
fight	crowd	tall	wheat	thou	coat	quite	peck
fall	per	howling light		king	reach	roach	stout
bite	quake	torn	poorer	when	pope	cloak	couch
cute	fine	seem	quail	storm	boom	wheat	Turk
crowd old		seeing	peach	arm	stop	all	wheel
veal	park	stir	form	week	say	boat	scar
speck	rule	then	bean	bird	with	farmer	gold

	Test Covering Part I*
corn	sight	right	found
soothe	peek	turn	tall
made	meat	pork	catch
room	road	chain	coat
sir	pay	soon	herd
born	saying	sing	chop
seat	that	neck	suck
shot	when	thus	fall
raining	fir	queen	quick
day	quit	paid	down
fur	such	bold	girl
bark	shout	gun	coal
boat	meal	not	teach
cow	match	bird	might
shop	queer	while	town
ball	white	bout	then
barn	seem	pool	lay
burn	paid	fight	charm
out	now	cart	king
short	cur	call	lag
herd	hold	whip	her
cold	pitch	per	old

______________________________________________

* Each phonogram is represented four times. Thus the child’s proficiency with each may be indicated. In order to avoid fatigue it may be advisable in some cases to present only half of the test at one setting.

PART II

Combinations of Sounds

Drill 34

	an		in		un
r an	b an	c an	D an		f an	m an
p an	t an	v an	N an		c an	r an
and	b and	l and	h and		s and	s t and
p in	t in	s in	w in		d in	k in
h int	t int	h int	m int		l int	f l int
b an	b in	f in	f an		t an	t in
r un	b un	f un	n un		s un	g un
h unt	b l unt	s t unt		b l unt		h unt
r an	r un	s in	s un		f un	f in
b un	b an	b in	f in		f un	f an

pin	pan	plan	and	land	tin	win	twin
fin	bin	ban	bun	hand	ran	run	sin
sand	fun	fan	lint	tint	band	hunt	sun
nun	spin	span	gun	run	can	stand	fun

		Drill 35
		en	on
d en	f en	k en	m en	p en	t en
t en d	b en d	l en d	s en d	m en d	w en d
s en t	b en t	w en t	l en t	d en t	p en t
on	D on	b on d	f on d	p on d
d en	D on	b on d	b en d	p on d
c on	b on d	t en	m en	f on d
D on	w en d	f on d	b en t	c on
D an	d in	D on	d en	r an	b and
f an	f in	f un	f en	f an	f on d
p an	p l an	p en	p in	s p in	p en
t in	t an	t en	b on d	b en d	r un

lent	pond	lint	lend	bond	went	band	lend
pent	hint	fond	pond	send	band	fun	run
ran	pin	spin	span	man	bun	sun	sin
ten	tend	hand	went	nun	mend	bend	twin

		Drill 36
	ink	ank	unk
ink	w ink	i nk	c l ink	b l ink
p ink	s ink	s t ink	ch ink	p ink
f ank	r ank	b ank	l ank	t ank
d r ank	p r ank	c r ank	F r ank	d r ank
s unk	ch unk	j unk	ch unk	d r unk

s ink s ank		s unk	d r ank
s ink ing	d r ink ing		c r ank ing
s unk	b ank		b l ank
t ank	j unk		c r ank

d r ink d r unk

w ink ing

b l ink b ank

ch ink ch unk

clink	sunk	drank	chink	tank	sink
prank	rank	stink	chunk	wink	drinking
pink	sinking	junk	blank	lank	sunk
bank	drink	sank	blank	winking	blink

		Drill 37 – Review
		an	in	un	en	on
		ink		ank		unk
r an	b an	l an d		p an	s an d		h an d
p in	l in t	w in		s in	m in t		t in
f un	b un	s un		n un	r un		g un
h en	s en t	w en t		s en d	m en		b en d
D on	c on	f on d		b on d	p on d		f on d
r an	w in k	s un		w en t	p on d		s en d
s ink	p ink	d r ink		ch ink	b l ink		c l ink
b ank	r ank	d r ank		c r ank	F r ank		s ank
s unk	ch unk	j unk		d r unk	j unk		s unk
w ink	ch un k	s an k		d r unk	l ink		t ank
ch ink	h en	d en t		t in t	s ank		b on d
w in	h unt	c l an		j unk	w inn ing		b l ink
s p in	l and	h en		p on d	b end		r un
w in	s ank	m an		ch unk	ink		m en d
s t unt	r ank	on		p ink	t ent		c an
d r ank	w in	p en		d r ink	D an		p ond
r an	j unk	s and		w en t	b ank		s in
ran	bank	ink		pink	sank		drunk
in	tin	spin		bun	gun		den
bend	van	stun		sank	drank		sunk
drink	spin	spinning		running and			hand
pond	bond	tent		went	sinking		bend
drunk	mint	twin		land	sent		blink
lend	men	chunk		clink	ten		sun

		Drill 38
	ing		ong
	ang		ung
s ing	r ing	b r ing	s t r ing	k ing
b ank	p ang	g ang	r ang	s ang	h ang
c l ang	s l ang	b ang ing	h ang ing	c l ang ing
s ong	t ong s	t r ong	l ong	a l ong
r ung	h ung	l ung	d ung	s ung	s t ung
h ang	h ung	s ing	s ang	s ung	s ong
s ong	s t ung	s t ing	s t r ing	s t r ung s t r ong
s l ing	s l ang	r ung	r ang	r ing	b r ing
k ing	b ang	l ung	l ong	l ong ing	a l ong

sing	lung	hung	rang	bring	slang	clung
pang	gang	song	sting	pang	along	stung
hanging	ring	tong	song	long	rung	clang
tong	hang	ringing bringing		singing	banging

Drill 39

		and	ound	est
h and	s and	l and	b and	b r and
s ound	b ound	r ound	h ound	f ound
h and	h ound	b and	b r and	r ound
s ound	s and	s t and	b and	b ound
r est	b est	n est	ch est	c r est
l est	p est	qu est	test	w est	g r and est
ch est	g r and	b ound	r ound	r ound est
z est	s t and	r ound	b est	h ound	b and
s and	c hest	b r and	f ound	c r est	s ound

land	nest	grand	ground	round	roundest
hand	sound	rest	band	ground	best	and
hound	grand	hand	crest	nest brand		round
chest	stand	bound	west	roundest	band test

Drill 40

all

ill

ell

b all

ill

g ill

f all c all t ill m ill b ill ch ill

t all s t all ing w all

k ill h ill f ill

t ill s t ill s p ill

m ill	m ill ing	r ill		b ill	b ill ing
w ill	w ill ing	f ill		f ill ing		k ill ing
s ell	b ell	t ell		f ell			d ell	sh ell
w ell	N ell	s ell		s ell ing			b ell	y ell
s ell ing	s m ell ing		t ell ing				f ell ing
b ill	b ell	b all	t ell		t ill		t all
s ell	s ill	s p ell	w all		w ell		w ill
f ell	f all	f ill	f ell ing			k ill ing
s ell	s t all	s t ill	s p ell			s p ill ing
w all	w ill ing	w ell		d w ell		d w ell ing

smelling	telling	fall		filling	will	willing
hall	fell	smell	shell		fill still		dwell
dwelling	spill	swell	chill		small	sell
bill	telling	spelling		mill	rill	wall	fill

		Drill 41 – Review
in	ong			and		est		ill
ang	ung			ond		all		ell
r ing	s ing	s t ing	s l ing		f l ing		w ing
b ang	h ang	p ang	g ang s		s l ang		c l ang
s ong	a l ong	g ong	l ong		t ong		s t r ong
h ung	r ung	l ung	d ung		s ung		s t ung
h and	a nd	b and	b r and		s and		s t and
b ound	s ound	h ound	f ound		r ound		g r ound
n est	b est	ch est	t est		z est		w est
c all	f all	b all	t all		s t all		w all
f ill	t ill	w ill	h ill		ch ill		m ill
w ell	t ell	s ell	N ell		f ell		sh ell
g r ound	g r and est		b est		f ill	f ell	f all
r ound est t ill		c l ung c l ang				d w ell p all
s ing	a l ong	ch est		k ill ing		g r ound		s ell
s l ang	g r and est b ang			w all		ch ill	b and
f ound	s ong	f all	b r ing ing t ong				f ill
p ang	t all	l ung	g ong		N ell	w ing
h ung	s and	r ung	b ound		f ell	b r and
song	sing	hound		rest	gang		lung	hill
ball	bring	bang		long	sell		band	found
rang	stall	brand		sung	bill		tong	well
falling	rung	roundest		land	banging chill			nest

Drill 42

Initial Consonant Combinations

pl ay	pl ow	pl an	pl ight	pl ea	pl ume
cl ock	cl aim	cl ub	cl ang	cl ean	cl ip
fl ame	fl ed	fl our	fl og	fl it	fl eet
bl ink	b lade	bl ess	bl eat	bl uff	bl ack
gl oom	gl ass	gl eam	gl ee	gl ide	gl en
sl id	sl ave	sl unk	sl ain	sl ight	sl ope
pr each	pr ow	pr int	pr une	pr oof	pr ide
cr ib	cr ack	cr ush	cr ane	cr eep	cr op
fr ill	fr ay	fr ee	fr ock	fr ank	fr esh
br ush	br ed	br ight	br ood	br aid	br ink
gr and	gr oan	gr eet	gr aze	gr uff	gr ay
dr ank	dr ink	dr unk	dr ess	dr ill	dr eam
sp an	sp eech	sp ell	sp ill	sp ark	sp ank
st all	st and	st ake	st ain	st ill	st one
sc ab	sc old	sc owl	sk ate	sk irt	sk ull
sm all	sm art	sm ell	sn ail	sn atch	sn eak
sw ay	sw eep	sw ell	tw in	tw eed	tw ig
pl ank	pl ain	cl ash	cl ing	fl int	fl esh
bl ond	bl ed	gl ean	gl obe	sl eet	sl aying
pr ess	pr op	cr am	cr eam	fr oze	fr ight
br ag	br oom	gr in	gr ade	tr ench	tr ay
dr ive	dr um	sp ark	sp eak	st ack	st ake
sc um	sc out	sk in	sk ill	sm ack	sm ile
sn ake	sn ug	sw eet	sw im	tw ine	tw ain
plate	twig	clash	skill	flight	prowl
scorn	crop	blend	frail	starch	breach
glean	grip	spool	treat	sleeve	dress
smack	sneer	swing	plait	crab	fling
twain	skirt	prick	smite	blunt	stay
glass	sport	slight	swain	clown	snout
scant	frock	bringing	groan	tray	drive

Drill 43

Further Consonant Combinations

p ai nt	f ou nt	f ai nt	c ou nt	m ou nt	pl ain t
t oa st	y ea st	f ir st	b ur st	c oa st	l ea st
h u sk	d e sk	r i sk	d u sk	br i sk	fr i sk
c a mp	r o mp	b u mp	l a mp	j u mp	p o mp
b u lk	m i lk	h u lk	s i lk	b u lk	sk u lk
b e lt	h i lt	qu i lt	p e lt	t i lt	f e lt
a ct	f a ct	s e ct	t a ct	tr a ct	f a ct
l i ft	t u ft	l e ft	s i ft	r a ft	r i ft
r a pt	k e pt	w e pt	sw e pt	sl e pt	cr e pt
spl ash	spl een	spl it	spr ang	spr ay	spr ing
str ain	str and	str eet	scr ap	scr eam	scr een
str ap	spl een	spr ee	scr ape	spl it	scr ibe

splash	shelf	wilt	plaint	brisk	tract	sprout
dump	spite	feast	strip	skulk	cleft	split
belt	gulf	held	crisp	belch	saint	swept
milk	help	strive	elm	limp	shrank	boast
gasp	scrub	pulp	shrug	drift	slept	frisk
strike	bulb	scrap	weld	sprig	film	screech

Drill 44 – Review

Consonant Combinations

plow	clam	flirt	blank	grove	trip
drove	speech	steal	scar	snake	say
twin	glide	slam	prime	crowd	frog
skill	smoke	saint	disk	lamp	quilt
gasp	milk	roast	fact	theft	wept
spilt	spree	strode	scrub	sprain	strife
cramp	trust	shrink	stress	plant	dream
smelt	spleen	desk	twist	welt	scalp
tramp	flame	stand	ground	crust	dwelt
stamp	shred	strode	stretch	roast	strict
which	split	swept	waist	stream	plump
blond	state	trump	speak	greet	strap
swift	starch	splash	blend	still	lump
scrim	bright	proud	clown	sling	groom
gloom	pump	drown	crowd	trust	free

Drill 45

General Review of Part II

ran	bran	win	grin	fun	gun
pond	fond	tent	lend	sink	blink
tank	prank	chunk	sunk	sung	hung
bring	king	hang	banging	long	song
band	brand	round	sound	nest	chest
call	ball	till	hill	sell	fell
play	strand	growl	glad	paint	felt
cranking	along	split	frisk	bond	sun
fill	bill	sell	spell	prowl	cramp
boost	slant	strict	blink	lump	stung
hound	snail	round	stand	found	band
bang	slang	plan	small	long	longing
flung	slung	plank	skulk	crisp	twist
swell	start	gland	flight	spring	swept
scream	twin	spin	fact	run	fun
ford	well	skin	mend	pond	tent
well	fill	hill	swell	spell	scum
street	drank	drunk	trunk	slink	drill
block	black	clip	clean	clasp	cream
ground	sing	wept	felt	sand	tell
greet	bray	drive	lift	sound	grand

		Test Covering Part II*
best	bran	drank	drill
hung	clan	long	grand
sink	blend	hint	found
stand	sell	crank	strict
sting	blink	rest	run
trunk	spell	bring	spill
sunk	fun	faint	song
ground	fond	sin	split
pond	sang	ten	rang

rung

______________________________________________

* Each phonogram is represented twice with the exception of initial consonant combinations which occur more frequently.

Part III – Advanced Sounds

Drill 46

aw au ew

jaw	caw	law	paw	raw	law
draw	flaw	claw	dawn	fawn	lawn
pawn	brawn	brawl	crawl	hawk	straw
laud	Maud	fraud	gaunt	taunt	vaunt
haul	maul	Paul	Saul	haunch	launch
new	Jew	blew	flew	slew	chew
brew	crew	drew	grew	flew	stew
jaw	strewn	saw	flew	daub
crawl	new	haul	drew	Paul
drawing	grew	crawl	crawling	shawl
new	chewing lawn		crew	launch
August	chew	saunter	drawing	drawer
sawing	fault	flaw	slew	strewn
pew	taunt	stew	hawk	awning

			Drill 47
		ook		oy
		ind		oi
book	cook	book	look	nook	rook
took	shook	brook	crook	book	look
bind	find	kind	bind	mind	blind
grind	cook	rind	brook	bind	shook
took	grind	brook	bind	book	find
boy	toy	joy	Roy	troy	cloy
joy	enjoy	enjoying toy		toying
oil	boil	foil	coil	toil	soil
coin	loin	join	joint	point	void
moist	joy	boiling	toy	broil	coy
hook	boy	kind	broil	crook find
loin	shook	enjoy	void	rind	grind
cloy	brook	mind	point	employ look
blind	moist	took	grinding joining
book	coin	rook	oil	boiling	coy

		Drill 48
-y					-le
-ly					-ed
mud	muddy	hill	hilly	fur	furry
doll	dolly	fog	foggy	hand	handy
dust	dusty	chill	chilly	dusk	dusky
candy	hardy	Billy	jelly	gully	penny
dirty	jelly	dandy	witty	tardy	pity
bad	badly	cold	coldly	short	shortly
tight	tightly	bright	brightly	hard	hardly
deep	deeply	dark	darkly	kind	kindly
silly	lightly	dirty	manly	sandy	freely
newly	pity	sadly	funny	swiftly	twenty
cattle	battle	rattle	prattle	bottle	mottle
settle	kettle	mettle	nettle	little	brittle
dangle	tangle	mangle	jingle	single	mingle
humble	tackle	middle	tickly	grumble	apple

Drill 48 (continued)

reach	reached	ask	asked	wing		winged
pen	penned	spill spilled		spell	spelled
junk	junked	tin	tinned	team		teamed
loaned	plowed	stayed	coaxed	shipped		burned
handle	little	spanked	inked	bettle		stirred
sickle	longed	bumble	ranked tumble			candle

freely sandy rumble cracked fiddle Billy hemmed Betty angle tursty wished twenty mangle lustly lulled funny mailed slightly quickly brittle thimble brightly queerly misty

					Drill 49
ge										ci
ce										-cy
age	page		rage		sage		cage		wage
badge	dodge			ridge		edge		fudge		sledge
forge	urge		George			gem		germ		fringe
ice	nice		mice		rice		face		place
fence	hence		since		mince		dance			glance
force	farce		cent		center		dunce			ounce
Marge	twice		pace		gentle		pounce			gem
rice	lace	fudge			stage		spice		wedge
dancing glancing				mincing fencing					bouncing
cite	city	acid		circle		circus
fancy	fleecy		mercy			tendency		saucy
cite	glancing		saucy			acid	fancy
city	fleecy		circus		mercy		cigar
cage	face		city	tendency			since		fudge
fencing		mercy		badge		cent		fleecy
gem	acid		farce		fringe		ice	mincing
ounce	fancy		forcing			George		bounce

	Drill 50 – Review
aw	ook	oi	-le	ce
au	ind	-y	-ed	ci
ew	oy	-ly	ge	-cy

saw	draw	crawl	Paul	taunt		August
flew	chew	newer	cook	shook		brook
find	blind	kind	boy	joy	toying

oilvoid		point		copy		muddy			dusky
badly	deeply		surly		battle			turtle	mangle
reached	ripped			harmed			Madge		germ	gently
place	since		cent		cite		mercy		civic
grudge	flaw		fault		crook		mind		enjoying
puzzle	strewn			dirty	city		canned		saucy
exploit	nightly			farce		fancy		twicefurry
hewer	haunch			unkind		spurned			broil	edge
settle	coy	took		gully		hawk		circle
twenty	chew		bauble			tinge		binder		boiled
circus	fancy		employ			auburn		brook		booty

			Drill 51
	aught						pro
	ought						other
aught	caught		taught		naught		fraught
daughter	slaughter			naughty		haughty
nought	bought		fought		sought		thought
caught	brought		naughty			fought	daughter
protest	provide		proclaim			produce	profane
pronoun	promote		produce			protest	proclaim
other mother		smother		grandmother stepmother
mothering	brotherly			grandmother			stepmother
program	another		pronoun			brother	other

brought provide naughty smother prolong

thoughtless projecting slaughtered aught

another promote ought mother taught

protect haughty fought profound sought daughter grandmother prohibit other

	re-	Drill 52	de-
	re-		de-
	be-		pre-
return	remark	remind	report	recall
redeem	reduce	refine	reform	refund
regain	regard	regreat	relate	relent
remain	remote	repast	repeat	recoil
betide	bewail	befell	behold	behave
begun	bequeath	behold	begin	begin
defeat	deface	depart	depend	devout
devote	device	detest	deform	detail
demand	denote	defend	defraud	define
pretend	precise	prefer	precept	predict
pretext	prevail	prevent	prescribe prepaid
reform	return	devour	detest	befell
prefer	pretext	remark	remind	depend
prevent	deform	predict	befall	behind
belong	bewail	pretend	return	retire
returned	repast	beseech	detest	repeat

Drill 53

-sion

-ation

-tion

- ution

pension passion admission confession discussion

permission profession expansion commission

addition condition intention fiction fraction

petition production contention tradition action

nation station relation sensation plantation formation information starvation generation

solution persecution distribution institution

constitution contribution evolution execution

solution distraction domination expansion

reduction station permission persecution

transportation discussion nation distribution

intention relation experession substitution affection procession formation dimension fiction

			Drill 54 – Review
	aught				re-			-sion
	ought				be-			-tion
	pro-				de-			-ation
	other				pre-			-ution
naught	naughty		taught		daughter		haughty
nought	thought		sought		thoughtless			ought
produce	pronoun		protect		proportion			proclaim
other	stepmother			another	brother			smother
return	regret	relate		refine		remain		recall
bequeath	begin		befell		bewail	beholding
detest	defraud		demand		devour		depart
predict	prepaid		prefer		prescribe		revail
admission	expression			confession		permission
action	protection		tradition		intention			fiction
station	plantation		information			starvation
solution	execution			institution		distribution
protector	fought		daughter		profane			brotherly
projecting	repast		beside		device		pretend
expansion	petition			determination		constitution
naught	nought		application		prefer		multiplication
contribution		begin		others	attention			passion
slaughter	reception			began	prediction			motherly
pension	execution			description		thought		sought

Drill 55

General Review of Part III

draw

drawn

maul

haunch

strew

blew

look

shook

bind

grind

oil

coin

toy

enjoy

dusty

tardy

tightly

darkly

jingle

crackle

whipped

loaned

gem

germ

mince

center

acid

cigar

fancy

mercy

naughty

taught

thought

bought

provide

produce

another

brother

refine

recoil

bewail

being

device

detail

prefer

predict

profession

passion

mention

fiction

starvation

station

execution

solution

awning

look

furry

page

naught

regret

expansion

slew

rind

kindly

protect

betide

production

new

toy

purple

fleecy

mother

demand

plantation

Maud

join

redeemed

city

fought

ounce

prepaid

began

crawl

German

motherly

joy

circus

pretext

broil

constitution

pickle

haughty

steamed

happy

behind

discussion

cent

took

ought

saucy

haul

tradition

information

contribution

cage

dunce

grew

pretend

others

finding

cooled

brawn

Paul

nook

enjoying

point

chilly

tangle

loomed

forge

tendency

caught

pronoun

ought

remark

behave

defraud

operation

admission

action

loin

shook

distribution

dawning

troy

battle

edge

jewel

funny

refund

formation

proclaim

sought

addition

circle

daughter

fancy

ice

depend

pension

mannerly

persecution

grandmother

coy

			Test Covering Part III*
return	saw		loaned	city	detain	intention
partly	kind		brook	rumble	brought		laud
pretend	boiler		cage	deformdraw			new
ice taught		pension		boy	station	proclaim
badly	before		other	since	solution		caught

germ fancy constitution enjoy oiled blind passion candy cite protect blew took information fault began apple reform predict mercy fought mother addition

* Each sound is represented twice.

Part IV – Supplmentary Exercises

Exceptions to Configurations Previously Taught

			Exercise 1
				ea
head	dead		dread		tread		bread
stead	spread		ahead		behead		instead
steady	r eady		readily		deadly		realm
bear	deaf		sweat		sweater		headlight
weather	leather		feather		heather		leathern
heavy	heaven		leaven		heavily		readiness
meant	read		breast		forbear		spreading
			Exercise 2
				ow
low	show	tow		slow	flow		glow
blown	shown	grown		growing		glowing		crowing
bowl	blowing	lowly		widow		willow		pillow
fellow	follow	hollow		shadow		minnow elbow
lowland	rainbow		snowball		following			grower
snowflake rowboat			shadowed			lowly		slowly

bath

thin

thank

filth

path thing throat forth

Exercise 3

hath Smith cloth

think thick third

throne girth mirth

fifth north south

tooth

three

birth

mouth

Exercise 4

ive

give forgive active captive massive

passive pensive festive plaintive expensive

extensive outlive respective attentive

Configurations not Previously Taught

Exercise 5

knew

knock

ghash

knob

knee

gnat

knit

knave

gnaw

knelt knife gnat

knell

knight

gnash

knead

knot

wrench wring

write wriggle

Exercise 6

wrote written

wrinkle wrung

wrought wren wreck wrangle

Exercise 7

phosphate elephant

Ralph phone Philip asphalt emphatic telephone telegraph

nephew phantom

could

should

would

Exercise 8

ould

couldn’t

shouldn’t

wouldn’t

talk

chalk

walk

Exercise 9

balks

talk

balked

balk

calm

Exercise 10

alm

palm alms

calm

balk

Configurations not Previously Taught (continued)

Exercise 11

ex con dis

exist expect expel expense export exert conceal concern confess conduct consult contain discord discount discredit discover discreet discard

explore exclaim excuse

exhale extend expert confide conform concern contend confirm consent

discuss disgust disgrace disclaim discontent disturb

Exercise 12

ous -ful

joyous clamorous ponderous marvelous previous gorgeous victorious industrious nervous geneous

playful awful handful bashful mindful previous

gorgeous victorious industrious nervous geneous

playful awful handful bashful mindful

powerful thoughtful wistful shameful

armful cheerful bashfulness cheerfulness

Configurations not Previously Taught (continued)

Exercise 13

wor

world worst worship worry worse worthy work word worm worker worldly workman

Exercise 14

war

ward war wardrobe warble warlike warn warp ward warbler warm warmer warning

Exercise 15

chair

repair

air

airy dairy

despair hair

are

pair stair

horsehair

hairy

mare dare welfare

spare snare share

care fare declare

flare nightmare

stare tare

stare scare

silverware

weigh

sleigh

weight eighteen

Exercise 16

eigh

eight eighty neigh

freight neighbor

Configurations not Previously Taught (continued)

			Exercise 17
				ie
chief	brief	grief		shield	fierce		pierce
browniepriest pier				fiend		niece
				______
			Exercise 18
	Monosyllables ending in y or ie
by	my	sly	ply		fly	sky	spy
fry	pry	dry	cry		try	shy	why
pie	die	lie	tie		hie	fie	pie
				_____
			Exercise 19
				oll
roll	toll	troll		stroll	scroll		poll
roller	enroll	enrollment			swollen
			Exercise 20
				oe
toe	woe	foe		doe	hoe	Joe
toes	goes	tiptoe

Exercise 21

o ending e ending

go no so lo ho Jo fro

motto banjo piano Eskimo Mexico

he she me the we be

_____

Word Building Exercises and Compound Words

				Exercise 22
				Word Building
it	pit	spit		split	splinter		splintered
an	and	band		brand		bandish		brandishing
an	and	sand		stand	strand		stranding
or	for	form		inform		informing		informingly
sea	seam	steam		stream		streamer		streamers
at	ant	pant	plant		transplant		transplanting
it	itch	witch		twitch	twitching
or	port	sport		transport		transportation
in	ink	wink		tiwnkle		twinkled

ever

never sever everything

Exercise 23

ever

however

evergreen

whenever everlasting

Exercise 24

under

under sunder asunder plunder undershirt

understand underbrush underground underneath

Exercise 25

sea

sea seacoast seaman seaport

seasick seaside seamen seashore Exercise 26

post

post postcard postman postmaster postpone posting

Exercise 27

school

school schoolboy schoolhouse schoolmaster

Word Building Exercises and Compound Words (continued)

household

Exercise 28

house

housetop housekeeper housewife hothouse

overjoy overlook

overcoat overturn

Exercise 29

over

overtake overalls

overthrew overpower

overwhelm

moreover

Exercise 30

some

come

some somehow something sometime someone

something	irksome	loathsome lonesome
comecomercoming			income become
welcome	overcome	becoming		newcomer
	where	Exercise 31		there

whereas	whereat	wherefore		wherein
whereon	whereupon	wherever		wherewith
therefore	thereafter	therein	thereupon
therewith	thereon thereby		thereto

Word Building Exercises and Compound Words (continued)

Exercise 32

Final e dropped before vowels

pale	paler		palest		wide	wider	widest
cute	cuter		cutest		sane	saner	sanest
ripe	riper		ripest		lame	lamer	lamest
fine	finer		finest		tame	tamer	tamest
make	maker		making		wave	waver	waving
mine	miner		mining		line	liner	lining
race	racaer		racing		bake	baker	baking
ice	icy		survive		survivor	fleece	fleecy
wading		dined		palest	hiding	spicy	shining
liking		chased		waving stony expired			imitating

Exercise 33

Finel e kept before consonants

shame

shameless

likely

likeness

side

sideboard

sidelong

base

baseball

basement

wake

wakeful

pale

paleface

fine

fineness

lone

lonely

shape

shapeless

hopeless timely lifeless homeless

pureness blameless casement rudeness nameless battle battleship battlement humble humbleness

World Building Exercises and Compound Words (continued)

Exercise 34

y changing to ies or ied

cry	cries	cried		dry	dries	dried
fry	fries	fried		ply	plies	plied
shy	shies	shied		try	tries	tried
pry	pries	pried		spy	spies	spied
			Exercise 35
			Plurals
cat	cats		cart	carts		book	books
stop	stops		hat	hats		staff	staffs
brick	bricks		seat	seats		lap	laps
hope	hopes		make makes			fight	fights
can	cans		club	clubs		bid	bids
bed	beds		fall	falls		barn	barns
fur	furs		cow	cows		paw	paws
hive	hives		store	stores		rain	rains

		Exercise for Letter Confusions
		Exercise 36*
b	d	p		b-d-p
ball	dash	pay		pad	big
bell	dime	pail		bell	bit
best	dad	pill		best	fed
big	did	pile		deep	stoop
bill	dig	pipe		did	seed
bit	dam	pool		dam	fob
back	dark	peel		pool	code
bank	drink	peach		peach	tub
bob	day	pan		cap	pail
boot	dear	park		dash	had
bite	seed	cap		dime	bad
cab	feed	clap		back	pond
rob	rode	stoop		boot	bend
sob	food	chap		rode	bade
rub	fled	harp		clap	hope
scrub	fed	cape		deep	paint
		Exercise 37*
	m	n		m – n
mad	roam	rain	nib	can	fan
made	bloom	pain	note	need	soon
milk	dam	nest	seen	man	swim
maim	swim	nice	neck	team	mice
might	swam	soon	noble	nest	mine
meat	mice	non	fine	moon	main
mile	mill	nun	nine	might	roam
same	aim	can	stone	seen	bloom
team	lame	need	sane	neck
time		fan		time

*To be read by columns

Hegge-Kirk-Kirk Remedial Reading Method

Mr. Potter’s Notes from:

Teaching Reading to Slow-Learning Children (1940)

by Kirk, A. Samuel and Marion Monroe.

The Fernald, Monroe, and Gates methods have been used primarily with mentally normal children. Hegge, Kirk, and Kirk¹ have devised a method which was used primarily with mentally retarded and dull-normal children. The Remedial Reading Method described by Kirk² is in the initial stages primarily a phonic method, which differs from the conventional phonic systems in its completeness, and in its emphasis on certain principles of learning and retention. He states that the present-day experiments and discussion on phonics are not usually applicable to the individual treatment of reading defects, but rather have been used for the classroom teaching of the normal child, that is, either normal in intelligence or in reading for his mental capacity. The method has proved successful with children who had failed to profit from various conventional school methods over a period of years.

The Remedial Reading Drills are described as follows: Gross organization of drills. The drills are divided into four parts.

Part I includes the most frequent sounds, namely the sounds of the consonants, the short vowels, and the sounds of ee, sh, oo, ch, tch, ar, ay, ai, or, old, ea, oa, ck, cw, mi, ing, all, ight, th, wh, qu, er, ir, ur, and final e.

Part II consists of certain combinations of sounds previously learned in isolation: an, in, un, en, on, ink, ank, unk, ang, ong, ung, and, ound, est, ill, ell, and consonant combinations.

Part III consists of more advanced and less frequent sounds presented in word wholes: jaw, Paul, new, took, find, boy, boil, muddy, badly, little, seemed, asked, age, ice, city, fancy, taught, ought, protest, other, return, before, defend, prevent, pension, addition, plantation, solution.

Part IV includes some supplementary exercises consisting of exceptions to sounds presented in the drills, configurations not previously taught, word building exercises, and exercises on sounds whose letters are frequently confused, such as b, d, p, m, n.

Organization within the drills. Instead of being arranged in columns, the words are printed inlines reading from left to right for the purpose of developing dextral eye movements at the outset of training. This is necessary because of the great number of cases who have a tendency to read from right to left.

In Parts I and II the sound units are separated so as to facilitate perception and discrimination. This procedure also indicates to the child that the letter or letter group is the unit and not the complex word or sentence which has previously frightened him. Drill 1 is fairly representative of the organization of the drills. It included words having the short vowel a (as in cat) and most of the consonants. It is divided into four parts which are arranged in a systematic order according to the following principles. The first part of Drill 1 is very simple in that within each line only the initial consonants differ from that of the following word, thus:

s a t

c a p

m a t

s a p

r a t m a p

etc.

Thus the child is confronted, not with two totally different words but with similar words differing only in the initial consonant. The reason for this beginning is evident when one considers that the child must start with the units which are most easily acquired, rather than with the units which are most frequent in the language.

The second section of Drill 1 is a similar presentation of a different problem, using much the same words:

s a t

m a p

s a p

m a n

S a m

m a d

etc.

In this section the words have been arranged in such a way that only the final consonant in each word changes. This is necessary because after reading the first section some children may learn to disregard the last sound. This arrangement introduces a different approach for both the visual and oral response.

In the third section the problem of sounding and blending is slightly more complex, in that both consonants are different in consecutive words, although for the most part the same words are used as in the first two sections:

s a t m a n f a t t a n etc.

In the fourth section the same words are repeated again, but the letters are spaced more closely, and the child is now approaching normal word reading, although still by the phonic method. The fourth section is as follows:

sat cap rag can etc.

Whenever possible every drill in Part I follows this general method of construction. Drill 2 is similar to Drill 1 with the exception that the sound of short o (as in hot) is presented instead of short a (as in cat). Drill 3 is a review of both a, and o and incidentally of the consonants. Drill 4 introduces the sound of short i as in sit (and Drill 5 reviews a, o, and i).

By the time Drill 7 is reached the child has already had much repetition of the consonants and of the four short vowels, a, o, i, and u.

Drill 8 introduces the sound of ee as in k-ee-p. Because one of the principles of the system is the progression of easy acquisition to that of more difficult, the sound of ee is introduced. The sound of ee is presented as a configuration, separated from the consonants so that a child will learn to respond to ee as a whole, and not by any rules which he must learn. The words are presented thus: d-ee-d, f-ee-d, etc. The symbol ee is presented as a sound in itself in the same way as short a was presented as a sound in Drill 1. Furthermore, the same system of hanging only the initialconsonant, then only the final consonant, etc., is continued. Other common configurations such as ay, oo, etc., are next presented in successive drills.

Review drills are introduced frequently for several reasons. The first is to give the slow learner further drill on the sounds he has learned without going back, and the second is the presentation of various sounds in the same drill, which is more complex than the presentation of only one sound in each drill. The review drills are probably the most essential part of the drills because they require the differentiation of sounds that have been learned in a different setting. . . .

Part II presents words in a slightly different manner. Instead of reading the word hand as h-a-n-d, the child is now requested to read the words thus h-an-d, s-an-d, w-en-t, etc. Part II is devoted to many of the same sounds that occurred in Part I but here they are presented in such a way as to increase facility in sounding. The reason for this arrangement is to increase the unit of response, for the final aim is smooth reading, after first teaching the reading of words, then phrases and finally sentences.

Part III is for more advanced children who have gone through the first two parts and who are now reading by sounding words very rapidly. They are required to read all the new words in syllables or as wholes.

Part IV presents supplementary exercises and certain sounds which could not be systematically presented in the drills. These exercises may be used with children who are having particular difficulty with certain responses, such as the confusion of b, d, p, or m, n.

____________________________________

¹THORLEIF HEGGE, SAMUEL A. KIRK, and WINIFRED KIRK, Remedial Reading Drills, pp. 1-58.

²SAMUEL A. KIRK, Manual of Directions for Use with the Hegge-Kirk Remedial Reading Drills, pp. 11-14.

The above notes were made on April 20, 2003 by Donald Potter, from Teaching Reading to Slow-Learning Children. by Kirk, A. Samuel and Marion Monroe. (Houghton Mifflin Co.,1940), pp. 161 – 164.

Specific Directions for Teaching, Phonics

Since teachers colleges and schools of education have eliminated instruction in phonics it may be well to give briefly a system of phnoics which may be used in classrooms with mentally retarded children. …

The method of teaching phonics for classroom use proposed here is an adaptation of an individual method applied to mentally retarded reading disability cases. According to this method the following suggestions are given:

l. Before phonics is begun, the teacher should introduce ear training so that the child knows words are composed of sounds. After this training of auditory memory and discrimination by means of reading, rhythms, and other games given in Chapter III, the child is ready for phonics.

2. The children should be taught the sounds of the consonants and the sound of one vowel, preferably the short sound of a. If the children know the word cat by sight they can be shown that it is made up of the sounds c-a-t. Then they can be presented with other simple words such as: f-a-t, r-a-t, r-a-n, m-a-n, and the like. At first the children may have difficulty in sounding out the words and in blending the sounds into a word, but if the teacher starts at a simple level and gradually increases the difficulty, the children will soon learn to use the sounds of the single consonants and the sound of the vowel a.

A variety of presentations may be utilized. After the teacher has given the sound of the short vowel a, five or six consonants may be taught and presented in words with the vowel a. A child may sound out the words and say them, or one child may sound out a word while the class tries to identify it. In this way training is given in sound blending, and in identifying the sounds of some of the consonants and the short vowel a.

This method of presentation differs somewhat from most published phonic systems. In the past, two general methods, have been used. One method proposes that the initial consonant and the vowel be combined as one sound, such as ca-t, sa-t. The other system combines the vowel with the final sound, such as s-at, c-at. (Mentally retarded children are confused by both of these

methods.) The retarded child tends to repeat the consonant with the vowel in other sounds once he has fixated a certain sound combination. To illustrate, if the child has learned c-at, s-at, m-at, and is presented with c-ap, he tends to read it as c-at-p. Or if the child is presented with ca-t, ca-p, ca-n, and is later presented with co-b, co-p, and the like, he will tend to read them as ca-o-b, ca-o-p. With mentally retarded children, therefore, it is best to teach them the individual sounds, whether or not they are individual letters or groups of letters. The word cat should besounded as three distinct sounds, c-a-t, rather than two sounds. The word feed should be presented as three sounds, namely f-ee-d. This method will avoid confusion and perseveration on the part of the retarded child.

During the reading period the teacher should not ask a child to sound out a word if he has not been taught the sounds, For example, if the child has learned the sounds of the consonants and the sound of the short vowel a, and he is confronted with the word hit, the teacher should say “hit” when the child hesitates over the word so that he will not be confused. On the other hand if the child is confronted in reading with the word fat, and he has learned the consonants and the short vowel a, he should be asked to sound it. In that way the, phonic training given in a separate period is transferred to a reading situation.

3. After the child has learned the sounds of most of the consonants and the sound of the short vowel a, he should be given, singly, the sounds of the short vowels o, u, i, and e. These should be presented very gradually and in connection with sounds previously learned. After the child learns a, the sound of o should be introduced in words that the child knows, and in new words as was done in the case of a. Then the teacher should present words having a in them and also words containing the sound of o, such as hat, hot, cap, cop, cot, cat, and the like, so that the child will learn to differentiate the vowels in words. When u is introduced and learned a review of a, o, and u should be presented in different words such as hat, hot, hut.

Some of the vowels may cause difficulty. The vowel e, for example, occurs more frequently in reading than the other vowels, yet it is more difficult for mentally retarded children to learn. Some exercises in saying ĕ or any other sound which causes difficulty may have to be given by the teacher. It is probable that the sound of ĕ is difficult to learn because it is similar to the sounds of ă and ĭ.

4. After the vowels and the consonants have been taught the teacher should introduce sounds made up of several letters. Thus the sound of ee in feed, seed, meet may be introduced. The child can learn the sound of ee as a configuration, the same way he learns the sounds of a or o, without rules. In this way no confusions are introduced. The sound of ay in day and ai in maid should be introduced also as configurations and not by rules.

Erroneous methods of phonic instruction are frequently employed by classroom teachers. One case may be cited. A teacher told the class the symbol a was ay as in day, but that it had four or five different names in the same way as “John” (a boy in the class) had three names, John George Smith. She continued that the symbol a was ă in cat, ā in day, and the like, until she had demonstrated the five sounds for the letter a. A system of this sort for mentally retarded children is probably more confusing than the use of no phonics since it introduces too many complications.

The system presented in this book avoids confusions. The sound of a, as in cat, is learned only when it sounds ă. When it differs from the sound of a, in cat, it is presented as a new configuration as ay, in day, or ai, in maid. Similarly, e is presented only as e, in set. When it differs from this sound there is a new configuration, as ee in feed, and ea in meat. The configurations are first separated from the other letters thus: m-ee-t.

5. Since mentally retarded children must be presented with simple materials, the phonic configurations that are easiest to learn are first introduced. Secondly, come phonic symbols that appear most frequently. The configuration ee, in feed, is probably easier to learn than the sound of e, in set, or than the sound of a vowel which is altered because of a final e. The simple sounds should be introduced first, yet there should be no introduction of sounds that appear infrequently in the primary vocabulary.

6. The following presentation of sounds is suggested. The sounds may be varied by the teacher in conformity with the abilities of the children, and in conformity with the book that is being used. The teacher should preview the books that the children are reading and select the sounds that they should know for the new words.

a. Teach the consonants b, c (hard), d, f, g (hard), h, j, k, l, m, n, p, r, s, t, v, w, with the vowel a, as in cat.

b. Teach the sounds of the short vowels i, o, u, and e in words with the consonants.

c. Teach sounds such as oo (food), ee (feed), ar (car), ai (maid), ay (day), or (for), old (cold), ea (meat), oa (boat), ing (sing), all (ball), er (her), ir (fir), ur (fur), sh (ship), ch (chip), th (that), wh (when).

d. Combine sounds such as un, en, in, an, on. ink, ank, unk, ang, ong, ung, and, ound, est, all, ill, ell, ly.

e. Teach syllabication, suffixes, prefixes, and so forth.

f. The non-phonic or infrequent sounds such as the a in father or in was should not be taught as sounds. Words with non-phonic sounds should be taught as wholes without attempting phonics.

7. The child should be encouraged to use his phonic knowledge in reading. If a child sounds out an unfamiliar phonic word it will soon become a part of his sight vocabulary. In this way, a method of independent word-recognition is being developed.

8. Certain cautions should always be remembered in teaching phonics to mentally retarded children. First, a casual system of teaching phonics is useless. The child should be able to use phonics when needed. Secondly, emphasis should always be given to comprehension in reading. Phonics is only a means to an end and not an end in itself. Finally, phonics alone as a method of word-recognition is not sufficient for effective reading. In addition to phonics, context clues, syllabication, and other methods should be developed. With the aid of several methods the child can become a more efficient reader.

“Hegge¹ and Kirk² worked with mentally retarded reading disability cases and have demonstrated that a systematic phonics method was effective in teaching reading to mentally retarded children who have failed over a period of years.” S, Kirk, Teaching Reading to Slow-Learning Children (1940), p. 115. Here are the two footnotes to this excerpt:

¹Thorleif G. Hegge, “Special Reading Disability with Particular Reference to the Mentally Deficient,” American Association on Mental Deficiencey (May, 1934), pp. 297-343

²Samuel A. Kirk, “The Effects of Remedial Reading on the Educational Progress and Personality Adjustment of High Grade Mentally Deficient Problem Children.” Journal of Juvenile Research (July, 1934), pp. 140-162.

These notes were made on May 5, 2005 by Donald Potter from Teaching Reading to Slow-Learning Children. by Kirk, A. Samuel and Marion Monroe. (Houghton Mifflin Co., 1940), pp.117 – 122.

References to Remedial Reading Drills found in Reading Instruction Literature

Remedial Reading Drills (Hegge, Kirk, & Kirk, 1955) which is considered to be a completeprogram, was developed initially for use with retarded children. The contents of the program are contained in one book, although the approach was discussed by Kirk in 1940. This single-letter phonics program uses a multisensory or kinesthetic approach in learning the letter which represents the sounds. The sounds are blended into words as they are learned, and the changes in one syllable words that are blended are made generally in order to minimize confusion. Those who have used the program with retarded children have reported success. (Kirk, 1940).

From Teaching Reading to Children with Special Needs by Patricia Gillespie-Silver (Merrill, 1979), p. 348.

Comments by Rudolf Flesch Concering RemedialReading Drills

from Why Johnny Can’t Read and what you can do about it (1955)

Fortunately Dr. Harris hit upon a phonics book that was enough in most cases to bring those unhappy children up to par in their reading. (The Hegge-Kirk drills are what I finally used with Johnny. I’ll come back to that book later on.) (19)

To begin with, let’s try to isolate Johnny from his word-guessing environment. While he is in school, that may be difficult or almost impossible. So the best thing will be to go work with him during summer vacations. Let him stop all reading – all attempts to read. Explain to him that now he is going to learn how to read, and that for the time being, books are out. All he’ll get for several months are lessons in phonics.

This incidentally is important. Take him fully into your confidence and explain to him exactly what you are trying to do. Tell him that you are going to do something new with him – something entirely different from what his teachers did in school. Tell him that this is certain to work. Convince him that as soon hs he has taken this medicine he will be cured.

Then start him on phonics exercises. At this age the Hay-Wingo book would probably arouse his antagonism. So give him either this book or the only other book of that type that I know: Remedial Reading Drills by Thorleif G. Hegge, Samuel A. Kirk, and Winifred D. Kirk. (GeorgeWahr Publishing Company, Ann Arbor, Michigan, $1.50). Go with him through the drills, one by one, always making sure that he has mastered the previous one before you go on to the next.

Only when you are through – or almost through – with the drills and exercises, start again on reading. At first, let him read aloud to you. Watch like a hawk that he doesn’t guess a single word. Interrupt him every time he does it and let him work out the word phonetically. He’ll never learn to read if he doesn’t get over the word-guessing habit. (114, 115).

… All this means that remedial reading courses concentrate on exactly the opposite of what they should: they strengthen bad habits of guessing instead of curing it.

I hesitate to mention it, but what you should do is something you are not likely to do at all, human nature being what it is: you should learn to read all over again from scratch. Ideally, you should take time out from your reading and begin the phonics exercises in this book, or in Hay-Wingo, or in Hegge-Kirk, and do them faithfully from the beginning to end.

Let me defend this “impossible” suggestion with a simple analogy. Suppose you are a garden-variety, hunt-and-peck typist – like me, sitting here at my typewriter and making innumerable horrible, ghastly mistakes. You know as well as I do that the only way to improve hunt-and-peck typing is to start all over again and learn the touch system by dint of pure, unadulterated, old-fashioned drill… Think about it. Are you a word guesser or a real reader? (118, 119).

Note from Internet Publisher: Donald L. Potter

May 15, 2005

(Latest revisions: 5/21/05, 10/30/05, 1/23/06, 3/8/11, 3/29/12, 11/23/2018)

This Internet Edition was published on the Education Page of the www.donpotter.net website on 9/15/05 for Free Download. Now everyone can see exactly what Flesch was talking about when he mentioned these drills. I have used them myseslf and found them to be highly effective.

In 2010 I switched from IBM to a Macbook for all my publishing work. I had to update some of the font to the Macbook format (Unicode). The URL for the document also changed since I have changed from Dreamweaver to Sandvox for my website work.

Dr. Kirk did not recommend the Remedial Reading Drills for regular students. Personally I think they are good for all students, expecially younger students just beginning to read. Dr. Kirk was a Man of His Times who felt that the whole-word method should be standard, with phonics drills reserved for remedial work. In spite of favoring the whole-word method for regular classrooms, he did us an enormous favor by developing a set of remedial drills that can be used by all students. When every other method has failed with slow-learning students, I have found that these Remedial Reading Drills will succeed. A new edition is available from Academic Therapy. I would suggest that using it with beginning readers would eliminate the need for aseparate remedial program at most schools since there would be almost no reading problems to start with.

Here is concise biography of Dr. Samuel Kirk:

http://special.edschool.virginia.edu/professionals/pix/Kirk.html

Here is an article by Thorleif G. Hegge and Lewis B. Ward on “Remedial Reading Methods” (1936). It was written the same year the Hegge-Kirk-Kirk Remeidal Reading Drills were published, and I suspect would give some important insight into the purpose, development, and implimentation of the program.

http://onlinelibrary.wiley.com/doi/10.1111/j.1939-0025.1936.tb05250.x/abstract

More information on Hegge can be found at:

http://books.google.com/books?id=csPF9NnJ_MIC&pg=PA138&dq=remedial+reading+method s+thorleif+g.+hegge&hl=en&ei=EvJ3TZfEMIOclgfNlPiSCA&sa=X&oi=book_result&ct=result &resnum=4&ved=0CEYQ6AEwAw#v=onepage&q=remedial%20reading%20methods%20thorl eif%20g.%20hegge&f=false

Donald L. Potter, Odessa, TX.

REMEDIAL READING METHODS

(Presented at the 1936 meeting)

THORLEIF G. HEGGE and LEWIS B. WARD

Wayne County Training School, Northville, Michigan

A VAST amount of literature, both experimental and expository, has arisen on the subject of reading. For this reason our first task must be to indicate the limits of our proposed discussion. In accordance with the title, “Remedial Reading Methods,” we may eliminate all material which is not directly related to the remedial aspects of the teaching of reading. We are, furthermore, concerned with remedial methods of teaching reading, not with approaches designed to alleviate the problems of a reading case by other means. A classification of these remedial methods must be attempted and the choice of viewpoint naturally is arbitrary. As the basis of the present discussion we have chosen to distinguish between methods in accordance with the emphasis placed on the one hand, upon reading as a response to meanings and contextual material, and, on the other, upon reading as vocal or sub-vocal responses to visual word symbols and their parts. Implied in the former approach is an emphasis on silent reading of word wholes and even larger units, whereas the latter approach is bound to emphasize phonetic analysis, vocalization, and sound-blending. The first approach does not differ materially from modern methods of classroom teaching, whereas the second deliberately departs from present trends of thought in the teaching of reading.

It is impossible to treat even a few of the most important authors or viewpoints adequately. We recognize the importance of contributions which will receive no attention. We realize that there is ample scope for criticism of our choice of approach and its execution. But a strict selection must be made. We have selected for presentation viewpoints described by A. I. Gates in “The Improvement of Reading, 1935,” as illustrations of the first type of emphasis mentioned. As an example of the second type of approach we shall give a brief description of the Hegge-Kirk “Remedial Reading Drills,” now in press.

While strongly emphasizing the importance of success as an incentive in remedial cases, Gates regards the capture of the pupil’s interest through reading content as a prerequisite of remedial work.¹ Consequently, at the very outset, the choice of remedial materials is determined in part by the interests of the pupil. Exercises are combined with silent context reading. Such exercises include action instructions and comprehension training of various types.

Gates places great emphasis upon the desirability of developing speed in various forms of comprehension. However, he is also aware of the fact that seriously retarded cases may require a special diagnosis and treatment and that certain perceptual skills may be inadequate. For instance, the eye-voice span may be too short and should be lengthened by exercises specifically designed for that purpose. The emphasis is again on speed. The possibility that the basic problems in a given case might be primarily associated with difficulties in responding correctly to the details of the visual stimuli as such, receives less emphasis.

Methods of remedial training are criticized by Gates for stressing systematic drill based upon a phonetic approach which disregards context and meaning. In dealing with word recognition he places the main emphasis upon the value of context clues and upon the importance of being versatile in attacking words in a variety of different ways. However, he himself also recognizes the general value of phonetic skills provided they are “adequately and economically acquired.”² But he appears to hold that in order to establish a satisfactory word attack it is, in many cases, sufficient to show the child the need for a phonetic mode of attack and to encourage him to acquire some practice along this line.³ If specific phonetic training is needed this training should be given by what Gates calls “intrinsic” methods. Phonetic training should present the words in relation to illustrations and context. Picture dictionaries, rhymes and multiple choice tests devised so as to enforce visual discrimination are advocated.⁴ “Do not, if you can avoid it, separate a skill from the normal function it is intended to serve.”⁵

Gates maintains his main emphasis even in the case of extreme disability. He states (loc. cit. p. 437) with reference to such cases: “The most striking fact about some of the cut and dried remedial programs is that they take a narrow, precise, dull form which a competent educator would never permit to be used with normal children. The defense of such deficiencies in method is often the statement that the pupil is not normal and that the rigid, content-less procedure is to be considered as medicine-not very pleasant at the time but helpful in the long run. It is a weak defense!”

“To offer a definite, formal plan of remedial work would be easier and simpler both for the writer and the remedial teacher. The latter might apply such a program with perceptible success to many or most reading failures; but, without an understanding of the pupil’s abilities and limitations and an insight into the complicated techniques of reading and their relation to the make-up of the particular child, the teacher would not know what to do when the prescription failed. Even her successes would in many cases be really only partial and often representative of a waste of time and energy.” (loc. cit. p. 438)

“The extreme disability case, like the pupil of low mentality, is best taught by a program rich in content and correlated activities in which an abundance of experience is provided under unusually carefully conducted instruction.” (loc. cit. p. 439)

Speaking of remedial procedures outlined by Marion Monroe, Gates remarks: “It is a definite, rigid, hard-drill program.” (loc. cit. p. 448) “Although the present writer . . . prefers to try a more direct method of working from recognition of whole words to recognition of parts of decreasing size, he admits that there may be very rare cases in which intensive study of the details . . . becomes necessary. Miss Monroe’s plan, in other words, is of the type best reserved for use as a last resort when a more rapid-moving, larger unit, whole-to-components procedure fails. The writer doubts that in the hands of a skillful remedial teacher the latter type of method will ever fail.” (loc. cit. p. 449)

Later he states: “The present writer has applied to a variety of cases, including extreme disabilities, a method which utilizes almost exclusively a visual attack.”

“At first, the pupils recognize the words on the basis of general configuration and the more obvious component features. Gradually, assisted and directed by the teacher, the children learn to observe more details, more subtle features and to perceive them more quickly and accurately, to work out the recognition of unfamiliar words, and to acquire familiarity with new words in terms of these visual elements.” (loc. cit. p. 450)

“This program produced excellent results with certain disability cases.” . . . “In certain rare cases, however, it has shown limitations. In these cases, the introduction of writing in some form, or some direct phonetic instruction, or both for a preliminary orientation proved to be advantageous.” (loc. cit. p. 45-519)

Thus Gates would not want to discard the more “extrinsic” drill methods entirely, although he appears to consider them incidental and of limited usefulness.

In regard to sounding he admits: “Sounding of the elements, however, does tend to induce the child to check superficial and too rapid observation by testing his capacity to translate what he has seen into intelligible word sounds. The use of the device of saying or sounding the elements is of service in most problem cases in reading, for the reason that it is one of the means of working out the pronunciation of words quite apart from the matter of correct orientation. That is to say, a child may see the elements of the word in the proper sequence, but be unable to make out what the word is or to translate any of the visual elements into pronunciation units. The ability to translate the visual element into sounds is of considerable value in working out the recognition and pronunciation of new words.” (loc. cit. p. 369)

We shall now discuss in some detail the emphasis upon so-called “extrinsic” devices as exemplified by the Hegge-Kirk “Remedial Reading Drills.” We have used the Drills successfully for several years with seriously retarded special reading disability cases of subnormal, borderline and high moron mentality. The Drills as they stand are designed primarily for use with individual instruction or, at the most, with very small groups.

In working out the method, the following considerations provided a point of departure. The special reading disability case has failed to learn after several years of the usual classroom methods. He may also have had some remedial training, utilizing methods of the “intrinsic” type. Or, he may have been subjected to inadequate phonetic training. He has often developed a defeatist attitude or compensatory reactions. Frequently he is comparatively old and inclined to reject activities which are devised so as to appeal to young children. The present Drills may be criticized on the ground that they are not “intrinsically” interesting. In their defense it may be pointed out that they offer the pupil a new and easy approach which is frankly remedial. He is required to face the issue. He becomes hopeful and motivated and is encouraged by success from the very beginning. It seems that materials which are perhaps “intrinsically” interesting, if they can be read, might be of doubtful value to many cases of this type. On the other hand, the“extrinsic” method under discussion is really “intrinsic” when, as is usually the case, it meets the emotional needs of the pupil.

A second observation is in harmony with results presented by Marion Monroe. It is believed that in the severely retarded special reading disability case inaccuracies and lack of progress frequently result either from confusing associative connections between parts of words, on the one hand, and vocal or sub-vocal responses to these parts on the other, or from lack of such connections. These difficulties may also result from failure to perceive and respond to all basic units of a word in their proper sequence and configuration. If that is the case, the remedial approach should start at the roots of the problem and emphasize systematic training of the necessary associative bonds and the desired perceptual and response habits through a consistent phonetic approach, including, where necessary, sounding and blending. Oral spelling must be eliminated. However, writing from memory may be introduced when desirable.⁶

We may point out in this connection that parts of words acquire meaning only through a vocal or sub-vocal response. Indeed, in the normal case the meaning of the words themselves is primarily associated with speech and sound. Vocalization in the drills is also an aid in learning and serves as a check on perceptual attack and on response. Furthermore, these cases are at times handicapped in reading by deficiency in pronunciation. To establish correct eye-movement habits is thus only a part of the problem of re-training and to establish knowledge of a few sounds is not enough. For, owing to the perplexing phonetic characteristics of the English language, a majority of words are so constituted as to preclude a direct application of such rudimentary phonetic knowledge.

In the present Drills the words are arranged so as to enforce discrimination of basic units, as well as correct attack and consistent verbal responses. Versatility of attack is not encouraged. On the contrary, standard habits are established by constant repetition of identical basic units in different constellations.

The basic units are presented as visual configurations which, when first introduced, are separated from the rest of the word and responded to as wholes. A configuration is considered a basic unit, regardless of whether or not it contains letters or letter combinations which also belong in or constitute other units, provided it has, as a whole, a standard sound value, to which there are only a few or no exceptions in common words, and provided it cannot be divided up into two or more such units. The configurational value is sometimes determined by position at the beginning or end of words. As the sound value of letters or letter combinations constituting basic units may change when certain letters are added, the Drills must include all of the more frequent basic units thus determined in order to provide the necessary consistency. Nevertheless, the method appears to simplify the learning process, and it provides a vast amount of practice in a short time.

The Drill configurations are not to be confused with syllables, neither are they identical with common phonograms. A word, which, according to this system is non-phonetic in whole or in part, represents the extreme case of a basic unit. It is excluded from the Drills and must be learned as a whole, although in advanced cases some attack from clues is permissible. Among the ten thousand most frequent words these non-phonetic words are in a minority as compared with the words covered by the Drills.

When response is made to a larger basic unit or to a non-phonetic word as a whole, part-sounds which are inconsistent with habits established, or to be established, elsewhere in the Drills, do not come to attention as separate responses. The visual configurations associated with these responses likewise do not come to attention as separate units. This is the Gestalt principle. By utilizing this principle, associative and reproductive inhibitions and confusion in perception and response are eliminated.

A further characteristic of the present method is that the pupil proceeds slowly, step by step, from simple responses to the more complex ones. At no stage is response to any basic unit taken for granted unless it has already been definitely established. As the emphasis in repetition is on the unit, and as the pupil must feel that he is progressing, a great many words are needed to provide the desired practice.

These remedial materials could not be arranged from the point of view of word meanings and thought content. In fact, they should not be so arranged and, from this general point of view, pictures are not only not necessary but may even be objectionable. No clues should aid discrimination and response and thus detract from the value of the drill. Attention should not be diverted from the problem at hand. Besides, the seriously retarded special reading disability case is only too likely to use such clues wrongly and thus to practice his errors and his detrimental habits. Or, the extreme case might become conditioned to eliminate errors in response to pictures while failing to transfer his knowledge to ordinary reading.

The basic units constituting a word are at first sounded separately and blended. However, through practice they gradually become integrated. Part-responses drop out and the pupil begins to read words as wholes. This development is encouraged by eliminating the spacing within the word in the last section of each drill. Later, integration is furthered by combining basic units and requiring response to the combined unit as a whole. Toward the end of the Drills integration is finally promoted by entirely eliminating spacing within the word. The teacher will also gradually stimulate this development. However, accuracy is a primary, speed a secondary consideration. Speed will come with practice if the pupil avoids errors which will serve as inhibitory agents and interfere with the learning process.

When a substantial part of the Drills has been mastered, oral reading of context is combined with further drill training. Thus even the most retarded case will be able to start in a second or third reader. The pupil is now aided in recognizing basic units and practicing phonetic attack in ordinary reading. Ability to read words as wholes is further developed. Words which have not yet been covered in the Drills may be considered non-phonetic. Later silent reading is introduced and our tests show that comprehension is not inferior to oral reading.

At this advanced stage reading is a hierarchy of responses in which the basic responses have become thoroughly integrated with the higher ones and have ceased to exist as separate units. Sub-vocal responses are suppressed. But the skill and knowledge represented by these basic responses must be present. Normally much of this skill and knowledge is acquired by trial and error or piecemeal practice and by a process of abstraction. Word meanings and context furnish the checks. We have felt that the severely retarded special reading disability case is likely to be in need of a systematic retraining, starting at the base, building up integrations. This method may indeed deserve to be called an “intrinsic” method, not only because it so frequently meets the emotional needs of the pupil, but also because it steers its course directly toward the integrated habits which constitute reading. Besides, certain supplementary devices and exercises are to be used when necessary.⁷

It is not claimed that this method is equally applicable to all severely retarded special reading disability cases. Much will depend upon the personal equation. But it is a simple matter to apply the method, once it has been thoroughly mastered by the teacher. This is an important point in its favor. More specific comments on the relative efficiency of remedial methods should be based on rather extensive and rigidly controlled experiments and on intensive case studies.

In conclusion a few drills are discussed for the sake of exemplification. After a pre-drill period Drill 1 is introduced to the pupil. This drill illustrates a number of principles used throughout the series. The vowel “a,” as in sat, is constant throughout. The words are three-letter-three-sound words. In the first section the last consonant remains the same within each line, while the first consonant differs from word to word. Thus the learner has only one problem of discrimination at a time. And he is led to read the words from left to right. He is also forced to discriminate the consonants without the help of clues. The second section is similar, only now the last consonant is changing while the first is the same throughout each line. Here the reader must pay attention to endings. He is now prepared for the third section which is more difficult. In this section both consonants change from word to word and the reader must pay attention to both beginning and ending. There are no assisting clues. In the final section this principle is repeated. In this Drill the units to be discriminated are the consonants. The unit to be learned is the “a,” as in sat.

From time to time in the series there are review drills. These present a group of basic units already learned. The first review of such a group repeats and matches basic units not previously brought together. However, there are also surveys of drills already reviewed. Drill 33 offers such a survey of the thirty-three basic units (not counting simple consonants) which have been taught up to this point.

Next, a few of the old basic units are combined with each other and presented as wholes. Drill 45, another review, is shown here. In this Drill appear combinations such as “an” as in ran, “ank”as in tank, “ang” as in hang, “and” as in band, and combinations of two and three initial and final consonants. Being an advanced review, this Drill entirely omits spacing within the word.

Finally new basic units and advanced sounds are introduced. For instance, in Drill 53 we have the configuration “-ation” as ending. This “a” sound has formerly been associated only with “ay” and “ai” and with words with a final silent “err after a single consonant following the a. The short “a” and several other configurations with “a” do not take the sound of “a” as in ‘‘-ation.” Thus -ation” as an ending is considered a new basic unit while “an” as in ran is not, since it merely combines the short “a” previously taught, with “n.”

At this point refer to the Remedial Reading Drills: Drill 1; Drill 33, General Review of Part I; Drill 45, Geneal Review of Part II; and Drill 53.

“

END NOTES

¹”Of the several factors which contribute to the pupil’s interest in the program as a whole, an important one is interest in the reading content. The remedial teacher should, therefore, by talking to the pupil and his teacher and by trying out samples of material through oral reading, attempt to discover the types of materials which make the greatest appeal. If the pupil can be keenly interested in country life or city life or Indians or animals or airplanes, the indicated theme should be chosen.

In this respect, the writer’s opinion differs from the opinions embodied in certain programs of formal training in which the desired skills are sought by what are considered the most direct means, irrespective of content, on the assumption that if the pupil can be drilled into ability to read, interest will take care of itself.” (loc. cit. pp. 26, 27.)

²Loc. cit. p. 238.

³Gates also describes certain mechanical devices designed to improve word attack by other means.

⁴“Unlike the phonetic drill which is hatched up for the specific purpose and which requires extra time, the experiences in these cases are embodied in activities that would be pursued in any event for entirely different educational purposes.” (Loc. cit. p. 295-6.)

⁵Loc. cit. p. 269.

⁶As writing should be combined with a vocal response, Samuel A. Kirk has called this method The Grapho-Vocal Method

⁷Some of these should be reserved for correlated classroom teaching.

REFERENCE

GATES, ARTHUR I. The Improvement of Reading. Macmillan, 1935.

GRAY, WILLIAM S. “Summary of Reading Investigations.” Annually in the Journal of Educational Research.

HEGGE, THORLEIF G., KIRK, SAMUEL A. and KIRK, WINIFRED D. Remedial Reading Drills.

Distributed by George Wahr, Ann Arbor, Michigan, with a manual of Directions by Samuel A.

Kirk, 1936.

HEGGE, THORLEIF G. “A Method for Teaching Mentally Deficient Reading Cases.” Proceedings and Addresses of the Fifty-Ninth Annual Session of the American Association on Mental Deficiency, 1935, pp. 476 ff.

MONROE, MARION. Children Who Cannot Read. The University of Chicago Press, 1932.

DISCUSSION

Marion Monroe. Many recent studies on reading have dealt with the causes of reading disabilities. Fewer studies have been made of remedial methods. It has been assumed that if a specialist presented a teacher with a diagnosis of the child’s difficulties in reading, the teacher would, thereupon, be able to adapt her instruction to these difficulties. Too often, however, teachers have not been trained in any methods other than those suitable for the normally learning child. Their attempts at remedial work consist frequently of merely repeating individually the same methods which have failed to produce results with the retarded reader after several years in school.

Dr. Hegge’s paper presents an analysis of phonetic techniques which have been successful with certain types of reading disability cases. The fact that many of Dr. Hegge’s cases have been retarded mentally does not, in my opinion, discount the value of the methods for non-readers of normal intelligence. The learning process of a dull child may serve to show some of the simplest steps and increments in difficulty in the presentation of learning material, which might be overlooked in a more-rapidly-learning child. Dr. Hegge’s analysis of phonetic steps appears to me to be of value not only to the dull child but to the bright child who has difficulty in acquiring the mechanics of reading. The bright child may be able to make more intelligent use of context, may be able to reason better by analogy from one word to another and may be more versatile in supplying cues to word recognition than is a dull child but is often just as slow in acquiring and retaining the fundamental associations between the visual symbols and their meaning. For example, one intelligent eight year old child who could not read and acquired a few words such as “bed” which looked to him like a little bed, and “eye” spelled e-y-e which reminded him of a face, the e’s forming the two eyes and the y, the nose.

Versatile though this child was in respect to hunting for such cues, he still had not succeeded in scoring on any reading test. As soon as he had received phonetic training similar to that described by Dr. Hegge, he rapidly learned to read. His good intelligence enabled him to apply the phonetic principles readily and in addition, his ability to utilize contextual and configurational cues contributed to the speed of his learning.

I should like to point out what appear to me to be the applications and limitations of Dr. Hegge’s phonetic methods, many of which he has himself pointed out. It is my judgment and experience that the phonetic exercises prove helpful in cases of severe reading disability, i.e., the non-readers and very poor readers, of all degrees of intelligence, and particularly those who have visual, auditory and motor difficulties. The types of cases in which the phonetic method would not be necessarily indicated are in my opinion, the following:

First, cases of primarily emotional difficulty where the most important factors are the friendly relation of teacher and child, encouragement, motivation, interest and cooperation. The particular method chosen may not be so essential, although a phonetic method may work very well, as may also other methods.

Second, cases of marginal difficulties where the child is not seriously retarded, but can read with some facility even if not at the level of his grade. Here, methods may be economically adapted to specific difficulties, as they occur, without a more definite system of phonetic review, i.e. not all the steps but just those that apply.

Third, cases of accurate but slow readers who have mastered the mechanics of reading but read monotonously and slowly. Here methods may profitably be aimed at larger perceptual units, phrasing, and fluency.

Fourth, cases of silent reading difficulties where the child can read better orally than silently, and fails to get meaning because of attention to mechanics rather than content. Here, techniques for thought-getting, studying, etc., are indicated.

All remedial methods in my opinion should be kept flexible and adapted to the peculiar needs of each individual. No one method can be suitable to all cases, considering the large number of factors which may contribute to the difficulty and the many different degrees and causes of reading disability. I believe, however, that Dr. Hegge has made a significant analysis of phonetic methods which can be used successfully with the more severe of our reading problems.

Mr. Potter added these selections from Hegge’s 1936 article on March 8, 2011. Revised 1/30/15.

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sat	cap	rag	can	sad	mat	sap
ram	bag	man	mad	rat	map	Sam
tag	ran	had	bat	tap	ham	wag
tan	lad	cat	lap	dam	hag	fan
pad	fat	rap	jam	lag	pan	dad

dot	mop	Tom	cob	jog	pop	hot	cog
log	pot	hog	lot	sod	fob	got	bob
not	fog	log	pod	pop	rob	sob	rot

bob	lot	tap	jog	mat	pop	fat	pad
rob	bat	sob	fan	cat	hot	job	cap
rod	wag	got	map	ran	cob	man	cog
jam	sat	mop	rag	pod	lap	not	had

tin	fib	pig	sin	bit	rip	pin	sip
jig	nip	him	hip	did	lip	dip	mix
hit	bin	hit	fin	fig	six	lip	hid
big	fit	dig	sit	mid	rig	rib	fix

pan	sod	lot	pit	jog	six	rip	ram
rat	hog	dot	Sam	pop	can	kid	rap
sad	big	wag	fin	nod	dip	dig	top
Jim	tan	bog	jab	mob	dam	cot	rim

hut	mud	hug	rub	bus	cud	sum	jug	run
tub	dug	jut	tug	gun	bun	rum	hub	nut
gun	up	cut	sun	tub	gum	mud	fun	hum
hut	pup	gut	mug	jut	bug	bun	sum	cup

fib	hag	bat	sum	bun	cot	pit	six
top	mob	tan	tub	pug	hid	rip	bat
nod	wag	him	dug	pup	dot	hip	dad
mix	bob	man	dip	jut	nun	pop	dam
bag	rod	bug	pod	Jim	map	cud	got

sat	cap	rag	can	sad	mat	sap
ram	bag	man	mad	rat	map	Sam
tag	ran	had	bat	tap	ham	wag
tan	lad	cat	lap	dam	hag	fan
pad	fat	rap	jam	lag	pan	dad

dot	mop	Tom	cob	jog	pop	hot	cog
log	pot	hog	lot	sod	fob	got	bob
not	fog	log	pod	pop	rob	sob	rot

bob	lot	tap	jog	mat	pop	fat	pad
rob	bat	sob	fan	cat	hot	job	cap
rod	wag	got	map	ran	cob	man	cog
jam	sat	mop	rag	pod	lap	not	had

tin	fib	pig	sin	bit	rip	pin	sip
jig	nip	him	hip	did	lip	dip	mix
hit	bin	hit	fin	fig	six	lip	hid
big	fit	dig	sit	mid	rig	rib	fix

pan	sod	lot	pit	jog	six	rip	ram
rat	hog	dot	Sam	pop	can	kid	rap
sad	big	wag	fin	nod	dip	dig	top
Jim	tan	bog	jab	mob	dam	cot	rim

hut	mud	hug	rub	bus	cud	sum	jug	run
tub	dug	jut	tug	gun	bun	rum	hub	nut
gun	up	cut	sun	tub	gum	mud	fun	hum
hut	pup	gut	mug	jut	bug	bun	sum	cup

fib	hag	bat	sum	bun	cot	pit	six
top	mob	tan	tub	pug	hid	rip	bat
nod	wag	him	dug	pup	dot	hip	dad
mix	bob	man	dip	jut	nun	pop	dam
bag	rod	bug	pod	Jim	map	cud	got

sat	cap	rag	can	sad	mat	sap
ram	bag	man	mad	rat	map	Sam
tag	ran	had	bat	tap	ham	wag
tan	lad	cat	lap	dam	hag	fan
pad	fat	rap	jam	lag	pan	dad

dot	mop	Tom	cob	jog	pop	hot	cog
log	pot	hog	lot	sod	fob	got	bob
not	fog	log	pod	pop	rob	sob	rot

bob	lot	tap	jog	mat	pop	fat	pad
rob	bat	sob	fan	cat	hot	job	cap
rod	wag	got	map	ran	cob	man	cog
jam	sat	mop	rag	pod	lap	not	had

tin	fib	pig	sin	bit	rip	pin	sip
jig	nip	him	hip	did	lip	dip	mix
hit	bin	hit	fin	fig	six	lip	hid
big	fit	dig	sit	mid	rig	rib	fix

pan	sod	lot	pit	jog	six	rip	ram
rat	hog	dot	Sam	pop	can	kid	rap
sad	big	wag	fin	nod	dip	dig	top
Jim	tan	bog	jab	mob	dam	cot	rim

hut	mud	hug	rub	bus	cud	sum	jug	run
tub	dug	jut	tug	gun	bun	rum	hub	nut
gun	up	cut	sun	tub	gum	mud	fun	hum
hut	pup	gut	mug	jut	bug	bun	sum	cup

fib	hag	bat	sum	bun	cot	pit	six
top	mob	tan	tub	pug	hid	rip	bat
nod	wag	him	dug	pup	dot	hip	dad
mix	bob	man	dip	jut	nun	pop	dam
bag	rod	bug	pod	Jim	map	cud	got