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The English alphabet has fewer consonant letters than the English language has consonant sounds, so digraphs like ch , sh , th , and ng are used to extend the alphabet, though some letters and digraphs represent more than one consonant. For example, the sound spelled th in "this" is a different consonant from the th sound in "thin".
Vowel-consonant-E spellings are those wherein a single vowel letter, followed by a consonant and the letter e makes the long vowel sound. The tendency is often referred to as "the silent E" or "the magic E" with examples such as bake , theme , hike , cone , and cute .
This is a list of all the consonants which have a dedicated letter in the International Phonetic Alphabet, plus some of the consonants which require diacritics, ordered by place and manner of articulation.
The following table shows the 24 consonant phonemes found in most dialects of English, plus /x/, whose distribution is more limited. Fortis consonants are always voiceless, aspirated in syllable onset (except in clusters beginning with /s/ or /ʃ/), and sometimes also glottalized to an extent in syllable coda (most likely to occur with /t/, see T-glottalization), while lenis consonants are ...
Examples familiar to English-speakers are the tut-tut (British spelling) or tsk! tsk! (American spelling) used to express disapproval or pity (IPA [ǀ]), the tchick! used to spur on a horse (IPA [ǁ]), and the clip-clop! sound children make with their tongue to imitate a horse trotting (IPA [ǃ]).
Clusters are made of two or more consonant sounds, while a digraph is a group of two consonant letters standing for a single sound. For example, in the word ship, the two letters of the digraph sh together represent the single consonant [ʃ]. Conversely, the letter x can produce the consonant clusters /ks/ (annex), /gz/ (exist), /kʃ/ (sexual ...
The following is the chart of the International Phonetic Alphabet, a standardized system of phonetic symbols devised and maintained by the International Phonetic Association.
Teaching the reading and writing of words in order of increasing irregularity, in other words teaching words which use typical letter-sounds first (e.g. fan and ape), and teaching words with more unusual letter-sounds later (e.g. phone and eight). Synthetic phonics programmes do not have the following characteristics: