Questions relating to specific phonic concepts and SSP e.g. q, x & all?
all or al/l?
In SSP there are certain aspects that are 'tricky' or uncomfortable to apply to English. all is one concept that fits into this 'tricky' category.
c/al/l or c/all? Both are options, and there will be variation between SSP programs with this concept.
While c/all, f/all, t/all initially seems like an ideal way to proceed.
When students progress a little further in their learning they encounter words such as w/al/k, t/al/k and then a little later they encounter words such as al/so, al/w/ay/s etc .
Looking at literacy overtime and aiming to apply a system that will work not only in the initial years of learning but into subsequent years, PLD typically has opted with this contentious issue for al/l (below)... but either way will work.
In Structured Synthetic Phonics Time Savers resources, you will see a proposed colour coding and thereby the sounding-out strategy to apply. If you do not have this book, follow the link and select PREVIEW BOOK and view the proposed sounding process.
![](https://storage.crisp.chat/users/helpdesk/website/67ae980d1c7d2000/screenshot-2023-04-26-42558-pm_11c84op.png)
qu & x
As is explained in the online training, both x and q do not fit with SSP.
In SSP, a phoneme is represented by a letter, a digraph (e.g. sh, ea, au), trigraph (e.g. igh, tch) or quadgraph (e.g. ough, aught).
With x the letter is linked to two phonemes K + W.
With q the letter is linked to two phonemes K + S
While these concepts are the 'tricky' graphemes, in the Alphabet the Multi Sensory Way, flipbooks you will see the pronunciation of this tricky sound in the top right corner (below).
![](https://storage.crisp.chat/users/helpdesk/website/67ae980d1c7d2000/screenshot-2023-04-26-42226-pm_qrjuhn.png)
In SSP there are certain aspects that are 'tricky' or uncomfortable to apply to English. all is one concept that fits into this 'tricky' category.
c/al/l or c/all? Both are options, and there will be variation between SSP programs with this concept.
While c/all, f/all, t/all initially seems like an ideal way to proceed.
When students progress a little further in their learning they encounter words such as w/al/k, t/al/k and then a little later they encounter words such as al/so, al/w/ay/s etc .
Looking at literacy overtime and aiming to apply a system that will work not only in the initial years of learning but into subsequent years, PLD typically has opted with this contentious issue for al/l (below)... but either way will work.
In Structured Synthetic Phonics Time Savers resources, you will see a proposed colour coding and thereby the sounding-out strategy to apply. If you do not have this book, follow the link and select PREVIEW BOOK and view the proposed sounding process.
![](https://storage.crisp.chat/users/helpdesk/website/67ae980d1c7d2000/screenshot-2023-04-26-42558-pm_11c84op.png)
qu & x
As is explained in the online training, both x and q do not fit with SSP.
In SSP, a phoneme is represented by a letter, a digraph (e.g. sh, ea, au), trigraph (e.g. igh, tch) or quadgraph (e.g. ough, aught).
With x the letter is linked to two phonemes K + W.
With q the letter is linked to two phonemes K + S
While these concepts are the 'tricky' graphemes, in the Alphabet the Multi Sensory Way, flipbooks you will see the pronunciation of this tricky sound in the top right corner (below).
![](https://storage.crisp.chat/users/helpdesk/website/67ae980d1c7d2000/screenshot-2023-04-26-42226-pm_qrjuhn.png)
Updated on: 26/04/2023
Thank you!