Chapters 13, 14, and 15 of Direct Instruction Reading (2017) analyze sound formation. The process of creating words depends on various factors, such as language accents. When making English words, the phonetic language representation is often lost within the context. For many English words, the sounds of each letter do not come out distinctly but instead produce sounds as a combination of letters. Moreover, the structure of words is shaped by adding meaningful word units such as prefixes and suffixes. Besides, the process involves developing irregular words that readers have no specific criteria for identifying the pronunciation except learning the pronunciation of the word as a whole.
Word is a combination of letters; hence, the word creation process seeks specific rules for combining the letters. Therefore, racial and ethnic disparities play significant roles in distinguishing the combination formats (McGregor & Reed, 2018). The combination of letter sounds to form other sounds damages the phonetic language leading other languages altogether. For instance, the letter "o” could combine with letters "o" and "u" to form uniquely similar sounds; for example, in the words "m oo d” and “w ou ld." Therefore, the letter sounds in English words depending on the letters that follow.
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The addition of meaningful units to the base word develops different pronunciations for the unit, base word or the entire combination. The morphemic analysis studies the word types that are formed by changing base words using suffixes and prefixes. In addition, the word creation process involves developing words that do not have specific rules for pronouncing letter combinations. Normally, words created from letter combination that has no pronunciation patterns are called irregular words. For instance, the words "analyses" can be pronounced differently depending on whether it is used as a noun or verb. Such words have no rule of pronunciation concerning letter sounds.
Reference
McGregor, A., & Reed, M. (2018). Integrating pronunciation into the English language curriculum: A framework for teachers. CATESOL Journal , 30 (1), 69-94.
