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Students learn spelling through the Carden "controls", a set of rules for deconstructing a word into its basic phonic parts. The controls are essentially a distillation of classic dictionary marks, but are "presented in such a way that the students are able to remember how and why a word is spelled" and to also explain the reasons why letters are pronounced differently. [4]
The Dale–Chall readability formula is a readability test that provides a numeric gauge of the comprehension difficulty that readers come upon when reading a text. It uses a list of 3000 words that groups of fourth-grade American students could reliably understand, considering any word not on that list to be difficult.
English irregular verbs are now a closed group, which means that newly formed verbs are always regular and do not adopt any of the irregular patterns. This list only contains verb forms which are listed in the major dictionaries as being standard usage in modern English. There are also many thousands of archaic, non-standard and dialect variants.
The OpenEd Catalog is built by deep semantic crawling of Internet-based educational resources and hosting sites; it imports extensive metadata on each resource (videos, games, exercises and other content) determining their creator, subject area, duration, quality, and grade level. The resulting catalog of resources is then aligned to standards ...
Verbs with devoicing of the ending and no other irregularity: burn, dwell, learn, smell, spell, spill and spoil. Most of these have regular -ed forms as alternatives. Verbs continuing the Rückumlaut pattern: bring–brought, buy–bought, seek–sought, sell–sold, teach–taught, tell–told, and think–thought.
Verbs ending in a consonant plus o also typically add -es: veto → vetoes. Verbs ending in a consonant plus y add -es after changing the y to an i: cry → cries. In terms of pronunciation, the ending is pronounced as / ɪ z / after sibilants (as in lurches), as / s / after voiceless consonants other than sibilants (as in makes), and as / z ...
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