But, given this set of important words, there are still choices to be made. Which of these important words will you work with first? When you are working with these words, which letter-sound relationships will you work with first?

What follow is a list of factors which can make some phonics guidelines easier to work with than others. Let me stress the word “can”. Whether a factor will make things easier for a particular student with a particular learning style at a particular time in her learning will have to be ascertained by you and the student. No matter how knowledgeable we become about the mechanics of English, the spelling system, and human learning and perception, we will never be able to substitute knowledge for creativity in responding to individual learners.

1. Consistency. Short vowel sounds and consonant sounds are spelled more consistently than long vowel sounds, so it is easier to learn phonics guidelines for these sounds.
2. Consonant-Vowel Sequences. Consonant-Vowel sequences are easier to hear, pronounce, and learn how to spell than sequences that include groups of consonants, like STR.
3. Frequency. Letter sequences that occur frequently as rhymes in one-syllable words and a pronounceable chunks in larger words are encountered more often, so they are easier to learn. This is particularly the case if the letter sequence occurs as a freestanding word. Here is a list of such sequences.

4. Detachability at the Beginning of a Word. As I mentioned in Chapter 3, vowel sounds are relatively difficult to hear in the flow of speech. The initial consonant sounds in rhyming word families can be easier to hear. But there is much variability in how easily initial consonant sounds can be detached from their following vowels. Four main factors come into play:
   
   
   1. Can the consonant sound be prolonged? That is, can you prolong the consonant sound, as with “s”? Or do you have to either pronounce the sound quickly, as with “y”, or add a dummy vowel with it, as with“ b”? It is usually easier for a student to perceive a consonant sound that can be prolonged.
   2. Is the consonant sound released by moving the lips apart? This is something that a student can see. Watching someone release a “m” with their lips while moving on to a following vowel will often help a student to recognize the “m” as a detachable sound in the flow of speech.
   3. Can you hear the consonant sound being released? It is easier to hear the release of consonant sounds that are pronounced without vibrating the vocal chords, the “voiceless” consonants. Three voiceless consonants, “p”, “t”, and “k”, even produce small puffs of air when they are released.
   4. Is the consonant sound loud in itself? Some consonant sounds are relatively loud and easy to hear at the beginnings of words.