Sentence with all letters

To demonstrate fonts, Google Fonts Lato uses the following sentence because it contains every alphabet letter:


This is another demonstration of how many sound-units are not represented whenever ABCs are used as an organizational default.


V01/a/ and, Jack

V02/i/ wizards, toxic, evil

V03/o/ toxic

V04/u/ grumpy

V04/e/ the

V05 (missing /e/eggs, /ea/head, /ai/ said, /ie/ friend, etc.)

V06/a_e/ make

V07 (missing /i_e/ice, /i/find, /igh/light, /y/try, etc.)

V08/o/ for

V09/ew/ brew

C39+V09 (missing /u_e/cute, /u/music, /ue/cue, etc.)

V10/ee/ queen

V10/e/ evil

V10/y/ grumpy

V11 (missing /a/arm, /augh/ taught, /aw/ saw, etc.)

V12 (missing /oo/book, /o/woman, /ou/could, /u/ put, etc.)

V13 (missing /ow/cow, /ou/out, /hou/hour, etc.)

V14 (missing /oy/joy, /oi/coin, /oi_e/noise, etc.)

V15/ar/ wizards

C16/p/ grumpy

C17/b/ brew

C18/t/ toxic

C19/d/ and, wizards

C20 (missing /ch/chop, /tch/itch, /t/nature, etc.)

C21/j/ Jack

C22/k/ make

C22/c/ toxic

C22+C36/qu/ Queen

C23/g/ grumpy

C23+C29 (missing /x/exist, etc.)

C24/f/ for

C25/v/ evil

C26 (missing /th/thank, etc.)

C27/th/ the

C28 (missing /s/sing, /ss/guess, /c/ace, /ps/pseudo, etc.)

C29/z/, /s/ wizards

C30  (missing /sh/shoe, /s/sugar, /ss/tissue, /c/ocean, etc.)

C31 (missing /s/vision, /ss/fissure, /z/azure, /g/beige, etc.)

C32 (misisng /h/hug, /wh/who, etc.)

C32+C36 (missing /wh/which, etc.) 

C33/m/ make, grumpy

C34/n/ and, queen

C35 (missing /ng/ sing, /n/English, etc.)

C36/w/ wizards

C37/l/ evil

C38/r/ brew, grumpy, for

C39 (missing /y/yes, /i/billion, etc.)


Another sentence which has all letters, but not all sound-units:


V01 (missing /a/ant, /ai/plaid, /au/laugh, etc.)

V02/i/ quick

V03/o/ dog, fox

V04/u/ jumps

V04/e/ the

V05 (misisng /e/ebb, /ea/breath, /a/any, /ay/says, etc.)

V06/a/ lazy

V07 (misisng /i_e/life, /i/climb, /uy/buy, /eigh/height, etc.)

V08/o/ over

V09 (missing /u_e/rule, /u/truth, /ui/fruit, /ew/chew, etc.)

C39+V09 (missing /u_e/use, /u/usual, /ui_e/juice, etc.)

V10/y/ lazy

V11 (missing /a/tall, /au/author, /awe/awesome, etc.)

V12 (missing /oo/good, /ou/should, /u/push, etc.)

V13/ow/ brown

V14 (misisng /oy/royal, /oi/droid, /oi_e/voice, etc.)

V15/er/ over

C16/p/ jumps

C17/b/ brown

C18 (missing /t/tell, /tt/nutty, /tw/two, /bt/debt, etc.)

C19/d/ dog

C20 (misisng /ch/cheek, /tch/ fetch, /t/nurture, etc.)

C21/j/ jumps

C22/ck/ quick

C22+C28/x/ fox

C22+C36/qu/ quick

C23/g/ dog

C24/f/ fox

C25/v/ over

C26 (missing /th/thought, etc.)

C27/th/ the

C28/s/ jumps

C29/z/ lazy

C30 (missing /sh/shy, /s/sugar, /t/nation, /ch/chef, etc.)

C31 (missing /s/vision, /ss/fissure, /z/azure, etc.)

C32 (missing /h/hoist, /wh/whose, etc.)

C32+C36 (missing /wh/ why, etc.)

C33/m/ jumps

C34/n/ brown

C35 (missing /ng/wing, /n/jungle, etc.)

C36 (missing /w/win, /-/one, etc.)

C37/l/ lazy

C38/r/ brown

C39 (missing /y/ year, /i/trillion, etc.)

Cued Speech

Deaf and hearing-impaired learners may be taught speech sound-units via CUED SPEECH:

V01/a/ Look, big crabs! [throat]

V02/i/ Look, big crabs! [throat]

V03/o/ boat dock [side forward]

V04/u/ sun [side down]

V05/e/ tall blue tent [ chin]

V06/ai/ moist snails [chin to 5 throat]

V07/igh/ light house [side to 5 throat]

V08/oa/ boat dock [side forward]

V09/ue/ tall blue tent [ chin]

V10/ei/ leisure [mouth]

V11/a/ tall blue tent [ chin]

V12/oo/ Look, big crabs! [throat]

V13/ou_e/ light house [side to 5 throat]

V14/oi/ moist snails [chin to 5 throat]

V15/ure/ leisure [mouth]

C16/p/ deep treasure [handshape 1]

C17/b/ white bone [handshape 4]

C18/t/ my taffy [handshape 5]

C19/d/ deep treasure [handshape 1]

C20/ch/ young child [handshape 8]

C21/j/ thin jogger [handshape 7]

C22/c/ the caves [handshape 2]

C23/gg/ thin jogger [handshape 7]

C24/ff/ my taffy [handshape 5]

C25/v/ the caves [handshape 2]

C26/th/ thin jogger [handshape 7]

C27/th/ the caves [handshape 2]

C28/s/ sea horse [handshape 3]

C29/s/ the caves [handshape 2]

C30/sh/ wet shell [handshape 6]

C31/s/ deep treasure [handshape 1]

C32/h/ sea horse [handshape 3]

C32+C36/wh/ white bone [handshape 4]

C33/m/ my taffy [handshape 5]

C34/n/ white bone [handshape 4]

C35/ng/ young child [handshape 8]

C36/w/ wet shell [handshape 6]

C37/ll/ wet shell [handshape 6]

C38/r/ sea horse [handshape 3]

C39/y/ young child [handshape 8]

Telescopic Perspective

Imagine a human head.  Brightest energies are located in both Broca’s area of the brain (motor neurons for speech production) and the mouth.


[This is actually the first photo from ALMA, great new telescope in Atacama, Chile]

Explicit Sound-Spellings

In the following list, click on any sound-code.  If you scroll down past the graphic/pages you can view relevant vocabulary taken from Florence Akins “Word Mastery” and Rudolf Flesch “Why Johnny Can’t Read” to illustrate each sound-unit.

V01 /a/ h a t; /a_e/ d a nc e ; /ai/ pl ai d; /au/ l au gh (formerly Short-A) V01

V02 /i/ sh i p; /i_e/ g i v e ; /e/ pr e tty; /ee/ b ee n; /u/ b u sy; /ui/ b ui ld … (formerly Short-I)

V03 /o/ d o t; /o_e/ g o n e ; /oa/ br oa d; /ou/ c ou gh; /ough/ th ough t; /ow/ kn ow ledge (formerly Short-O; compare to V11)

V04 /u/ c u p; /u_e/ j u dg e ; /e/ th e ;  /a/ a bout; /o/ o f; /o_e/ l o v e ; /oo/ fl oo d; /ou/ y ou ng … (formerly Short-U)

V05 /e/ b e ll; /e_e/ e ls e ; /ea/ h ea d; /a/ a ny; /ai/ s ai d; /ay/ s ay s; /ie/ fr ie nd; /u/ b u ry; /ue/ g ue ss … (formerly Short-E)

V06 /a_e/ c a n e ; /a/ b a by; /ai/ ai r; /ai_e/ r ai s e ; /ay/ d ay ; /e_e/ th e r e ; /ea/ w ea r; /ei/ th ei r; /ey/ th ey  … (formerly Long-A)

V07 /i_e/ k i t e ; /i/ ch i ld; /ie/ d ie ; /ia/ tr ia l; /igh/ l igh t; /uy/ b uy ; /eye/ eye ; /ai_e/ ai sl e ; /ye/ r ye ; /y_e/ t y p e   … (formerly Long-I)

V08 /o_e/ c o n e ; /o/ o r; /oe/ t oe ; /oa/ oa t; /oo/ d oo r; /ou/ f ou r; /ou_e/ c ou rs e ; /ow/ ow n; /owe/ owe  … (formerly Long-O)

V09 /u_e/ t u b e ; /u/ tr u th; /ue/ bl ue ; /ui/ s ui t; /ew/ ch ew ; /o/ d o ; /o_e/ m o v e ; /oo/ t oo ; /ou/ y ou  …(formerly Long-U)

C39+V09  /u_e/ u s e ; /u/ h u man; /eau/ b eau ty; /ew/ f ew (formerly Long-U)

V10 /ee/ f ee t; /ee_e/ ch ee s e ; /e/ m e ; /e_e/ e v e ; /ea/ t ea ch; /ea_e/ p ea c e ; /ey/ k ey ; /y/ an y  … (formerly Long-E)

V11 /a/ b a ll;  /a_e/ a r e ; /au/ f au lt; /au_e/ p au s e ; /augh/ c augh t; /aw/ s aw ; /awe/ awe ; /ea/ h ea rt; /ua/ g ua rd (sounds like V03)

V12 /oo/ h oo k; /o/ w o man; /ou/ c ou ld; /u/ p u sh

V13 /ow/ d ow n; /ow_e/ dr ow s e ; /ou/ ou t; /ou_e/ h ou s e ; /ough/ b ough ; /hou/ hou r

V14 /oy/ b oy ; /oi/ j oi n; /oi_e/ ch oi c e

V15 /ir/ g ir l;  /ear/ ear th; /er/ h er ; /er_e/ n er v e ; /or/ w or k; /oe_e/ w or s e ; /orr/ w orr y; /ur/ h ur t; /urr/ p urr ; /ure/ s ure

C39+V15 /ur/ f ur y; /ure/ p ure (compare to C38)

C16 /p/ page; /pp/ puppy (formerly P-Sound)

C17 /b/ bed; /bb/ shabby (formerly B-Sound)

C18 /t/ tub; /tt/ kitty; /tw/ two; /ed/ laughed; /d/ scraped (formerly T-Sound)

C19 /d/ dish; /dd/ add; /ed/ nagged; /ld/ could (formerly D-Sound)

C20 /ch/ chase; /tch/ hatch; /t/ nature

C21 /j/ joy; /g/ gel; /gg/ Reggie; /d/ educate; /dg/ badge (formerly Soft-G)

C22 /c/ cat; /cc/ soccer; /ch/ chord; /ck/ pack; /k/ king; /lk/ chalk; /qu/ liquor; /x/ excite (formerly Hard C and/or K-Sound)

C22+C28 /x/ axe, fix, box, flux, hex (formerly X-Sound)

C22+C36 /qu/ quack, quit, quell, quake, quite, quote, queen, quail, squirt (formerly Q-Sound)

C23 /g/ gate; /gg/ baggy; /gh/ ghost (formerly Hard-G)

C23+C29 /x/ exact, example (formerly X-Sound)

C24 /f/ fun; /ff/ off; /ph/ phone; /gh/ laugh; /lf/ half (formerly F-Sound)

C25 /v/ vote; /f/ of; /lv/ halves (formerly V-Sound)

C26 /th/ thank, thimble, thought, thumb (formerly TH-Sound)

C27 /th/ that, this, them, thy, though (formerly TH-Sound)

C28 /s/ sun; /ss/ kiss; /c/ ace; /z/ quartz; /st/ listen; /sc/ scissors; /ps/ pseudo (formerly Soft-C)

C29 /z/ zoom; /zz/ buzz; /x/ xylophone; /s/ his; /ss/ dessert (formerly Z-Sound)

C30 /sh/ shoe; /s/ sugar; /ss/ mission; /t/ nation; /c/ ocean; /ch/ chef (formerly SH-Sound)

C31 /s/ measure; /z/ azure; /g/ beige

C32 /h/ house; /wh/ who (formerly H-Sound)

C32+C36 /wh/ whim, what, whale

C33 /m/ man; /mm/ hammer; /lm/ lamb (formerly M-Sound)

C34 /n/ nail; /nn/ banner; /dn/ Wednesday; /gn/ gnome; /kn/ know; /ln/ Lincoln… (formerly N-Sound)

C35 /ng/ sing; /n/ English

C36 /w/ wish; /-/ one (formerly W-Sound)

C37 /l/ leg; /ll/ still (formerly L-Sound)

C38 /r/ red; /rr/ terror; /wr/ wrap; /rh/ rhubarb (formerly R-Sound; compare to V15)

C39 /y/ year; /i/ million (formerly Y-Sound)


I’ve been wondering to what degree SOUND MAP, *CloudSpelling* and WordsAhead Decodability Rankings for Word Lists might be considered a zero-sum proposal.  “Zero” leaves no wiggle-room.  “Zero” doesn’t seem possible, and it may be so.

Certainly perspective matters.

Copernicus put forward a zero-sum proposal In medio uero omnium residet Sol (In the center of all rests the sun) and thereby reversed the entire science of astronomy and flustered all religious loyalty to Joshua 10:13’s commanding the SUN to stand still.  It could be argued that life on earth was lived well-enough without this disruption.  But the future needed a tweak in conventional thinking.  Space travel wouldn’t allow the old ideas; it needed reality.

Today, of course, most of us learned to read from a letters-to-sounds approach.  Good enough.  And yet…  Artificial Intelligence needs reality.

Sounds-to-letters is real and it is important, even though not yet sustainable because there are no supportive infrastructures or platforms on which to build.  But when *CloudSpelling* does gain wide usage in time, “sight words” must lose status proportionately.  When spelling-out SOUND MAP’s V01-C39 labels become popular, sounding-out phonics “Long-A, B-Sound, Hard-C, etc.” will seem counter-intuitive.  As sound-factored rankings for literature (of the type shown in the literature database of this site) become demonstrably more durable and competitive as measures of literature decodability, the education industry will inevitably be forced to lose confidence in, for instance, Lexile measures.

We do know that many people are doing very well – thank you very much – under status quo educational methods.  We also know that many learners suffer identifiable confusions which may be pivotal in their generalized failure-to-thrive status.

In time, powers-that-be may deem this conversation worthy of attention.

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