Detosil reading drills

REMEDIAL READING DRILLS
BY
THORLEIF G. HEGGE, PH. D.
SAMUEL A. KIRK, PH. D
WINIFRED D. KIRK, M. A.
Wayne County Training School, Northville Michigan
With Directions by
SAMUEL A. KIRK, PH. D.
Previously Published by
George Wahr Publishing Co.
Ann Arbor, Michigan
1965
Internet Edition for Free Distribution
by Donald L. Potter
Odessa, TX
2005

Previous Copyright Information:
Copyright 1940, George Wahr.
Reprinted: 1943, 1944, 1945, 1947, 1948, 1950, 1955, and 1963
A revised edition (significantly altered) Phonic Remedial Reading Drills (1985) by
Samuel A. Kirk, PhD, Winifred D. Kirk, MA and Esther H. Minskoff, PhD
copyrighted and published by Academic Therapy Publications,
20 Commercial Boulevard, Novato, CA 994949-6191
www.academictherapy.com
Historical Note: The 1985 revision says that the work was first published in 1936.
This is also the date given in the bibliography of S. Kirk’s Teaching the Slow-
Learning Child to Read (Houghton Mifflin Co., 1940).

DIRECTIONS
The Remedial Reading Drills are designed primarily to aid children who have become retarded
in reading. In applying these exercises the remedial teacher should first determine the status of
the child and whether these exercises are applicable to his difficulties. In general, the exercises
are most effective with children having the following characteristics: (1) the reading status of the
child is below the fourth grade; (2) the child has a severe special reading disability; (3) the child
is educable in sound blending; (4) any extreme visual or auditory defects have been corrected;
(5) the child is motivated and cooperative. In many cases cooperation may be difficult until
some degree of success has been attained.
HOW TO INTRODUCE THE METHOD TO THE CHILD
Before introducing the Remedial Reading Drills the teacher should spend the first few days in
securing the child's cooperation, in showing him success, and in introducing the phonic method
represented by the Drills to him. The following suggestions may aid the teacher in achieving
these aims:
1. Solicit the Child's Cooperation. For children who have failed to learn to read, the greatest
incentive is showing them success at all times and especially at the beginning of training. For
this reason the teacher should always aim to present the child with a task that he will master
readily. It will be noted that the drills have been constructed with this principle in mind.
2. Introduce the Method Gradually. Before remedial training is begun the teacher should
explain to the child his difficulties as well as the new method which is to be used. The following
preview of the method may be used to give the child fresh hope.
The child is shown the letters s, a, c, t, and p, and if he is unfamiliar with the sounds of these letters, is taught
them. For example, a may be written on the board. The instructor may tell the child that when a baby cries it says
“a-a-a” (a as in cat). The letter is erased, and the child is asked to reproduce a in writing from memory, and to say a
at the same time. This may be done several times. Then the child may be shown the letter s and told that it sounds
like the hiss of a snake, “s-s-s-s”. Then the child may write s from memory and sound s at the same time. The letters
s and a may be presented irregularly until the child knows both of these. Similarly, c, t, and p, are presented and
worked upon until the child knows the five simple sounds. When this task is finished, the instructor may present the
child with the word c a t and have the child call out sounds one at a time. He is shown that these three sounds may
be blended into a word. Then the words cat, pat, tap, cap, at, sap, sat, are written on the board or on paper and the
child is aided in blending these sounds and calling out the words. It should be explained to the child that because he
knows the sounds of five letters he can now readily read at least seven words. An explanation may follow in which
the child is shown that he could start with short words and proceed to more complex words which he would soon be
able to read as readily.
With most children the procedure just outlined takes only a few minutes. The child now experiences success and
realizes that he can learn sounds fairly easily. Even with some children of subnormal intelligence this first period is
sufficient to teach the sounds of most of the consonants and of one or two vowels. Other slower learners may require
a week or even two or three weeks to reach the same stage. To insure success at the outset of training the child
should be presented only with tasks which he is able to master. Although simple, the pre-drill period is given as an
extra precaution against any chance of failure.
3. Teach or Review the Sounds of the Short Vowel a and Most of the Consonants. During the
pre-drill period the child may be told that he must sound rather than spell words. He should first
be taught the sound of the vowel a as described above. Consonants are introduced and taught in
the same manner, emphasizing the sounds which prove difficult for the individual child. Each
difficult sound may be taught in the following manner:

The instructor should write the symbol t, for example, and should tell the child the sound of the symbol and
associate the sound with some concrete experience of the child. A picture of “teeth” from a toothpaste
advertisement, or the sound of a clock may aid the child to recall the sound. The child may then go to the board and
write from memory the symbol t, sounding it at the same time. If it is a difficult sound he may write it several times,
over and over again, saying the sound every time so as to familiarize himself with it graphically, visually, and
vocally. Another consonant may be introduced and taught in the same manner. Then t may be re-introduced and
alternated irregularly with the new sound, and so on. If the stimulus of a game is needed, the child may be asked to
find magazine pictures of objects beginning with that sound.
When the sounds of most of the consonants and of the short vowel a have been taught in
isolation, the next task is to train the child in the ability to blend sounds.
4. Teach Sound Blending. The next problem which is likely to present itself is the child's
inability to blend sounds. In some cases the acquisition of this ability requires considerable
attention.
At first the child is shown by verbal demonstrations that c-a-t (sounds—not letters) say “cat.”
Usually the child may learn by following the instructor on several words. It is essential, of
course, to give each letter the sound exactly as found in the word, avoiding any superfluous
sound, such as the vocal additions often put at the end of the isolated sounds of b, k, p, (buh, kuh,
puh) or at the beginning of m, n, l, r, etc. If some difficulty arises in blending the sounds into a
word, the instructor may have to devote some time to this type of practice. The following
methods are suggested:
First, write the words c a t, s a t, m a t, on the board and have the child sound each letter in isolation. At first the
child should be allowed to vocalize the letters at his own rate of recall, then to repeat the sounds a little faster, then
still faster until the blend is made. In other words, the child may be asked to sound the sequence of letters several
times at an increasing rate. This procedure may be necessary at first until the child is able to blend the sounds into a
word fairly well. If this method does not produce results the following method may be tried.
After the instructor has written a number of words, such as c a t, m a n, s a t, r a t, b a t, l a p, s a p, m a p, and
has aided the child in blending the sounds he may then dictate the words as wholes to the child by telling him to
write, for example, the word “cat.” If he does not know how to start he may be asked to say “cat,” and then asked to
tell with what sound the word “cat” starts. He may then say and write the sound c. Then “what is the next sound?”
(demonstrate) “cat,” c-a-t, etc. In brief, allowing the child to dissect words and analyze their parts, then to write
them from dictation while saying them will aid him in blending sounds.
Another device may be used as a variation from the other two. The child may sit with his back to the instructor
and the instructor may sound words of two sounds at first, then of three sounds, and then of four sounds. For
example, the instructor may first say, what word is m-ay, sh-e, b-e, etc. (sounding each element separately). If the
child is able to call out these words, increase the sounds to three letters such as b-a-d, s-a-t, etc. Another variation of
this device is first to sound m-e, very rapidly. Then the word m-e may be said more slowly until there is a definite
break between the sounds. The sounds may be given at the rate of two per second, and the time interval may be
increased to one sound per two or three seconds, for both two and three letter words.
When the child knows the sounds of most consonants and the sound of the vowel a, and is
able to blend three sounds into a word (even inadequately or slowly) he is ready to begin
practicing in the Remedial Reading Drills.
DIRECTIONS FOR REMEDIAL INSTRUCTION
The following directions are given to aid the teacher in the use of the Remedial Reading
Drills and supplementary exercises:
1. Always Begin with Drill 1. After the initial training period the child should be ready for
Drill 1. Allow the child to read this drill at his own rate. If it seems too easy for him, remember
that success on it is another stone in building confidence.

2. Teach the Child to Respond to Individual Symbols. Although many systems of phonics
prefer combining the vowel with the last consonant, the Remedial Reading Drills should be read
as indicated by the spacings, one letter at a time, sounding out c-a-t, “cat,” m-a-t, “mat,” etc.
Combining the last two sounds may confuse the child by teaching him to carry over the last of
one word into the next word because of a perseverative tendency. If this occurs, the child should
be shown how to sound each symbol separately, i.e., s-a-t, “sat,” etc. At a later stage,
combinations of blends are introduced in the drills to aid the child in reading more than one
sound at a time. It has been found that slow accurate reading of the first drills makes for more
accurate and more rapid blending of sounds later, and eventually for more efficient reading.
3. All Drills Should Be Read Orally. This procedure is necessary for two reasons. The first is
that articulation serves as an aid to learning and retention. The second is that the oral reading
provides an opportunity for the teacher to note any erroneous responses and correct them at their
initial appearance.
4. Stress Accuracy and Disregard Speed. The child should read the drills only as fast as he
can read them accurately.
5. Do Not Rush the Child or Allow Him to Skip Drills. If a child is forgetting previously
learned material it is an indication that he is going too fast. Skipping large portions of each drill
or completing too many drills in one lesson may cause the child to forget some of the sounds
when he meets them later.
6. Present the Drills in the Order Given. The order of the drills should not be varied since the
sounds of each drill are dependent upon what has gone before. Repetition is not necessary
because of the frequent review drills and numerous repetitions of each word. Progress from page
to page is the child’s measure of success.
7. Use the Grapho-Vocal Method. The grapho-vocal method refers to the method of teaching in
which the child writes a letter or word from memory and says the sound of the letter or word at
the same time. The following procedure of using the method in connection with the drills is
recommended:
Allow the child to continue reading from the drills until he shows signs of fatigue or
inaccuracy. At this point, wherever it occurs, ask the child to stop reading and go to the
blackboard. Then ask the child to write the difficult sound and at the same time to say the sound.
Have him write it five or ten times while saying it so that he will become familiar with the
symbol and its sound. Then ask him to close his eyes while writing and saying it. Next dictate
whole words and ask the child to write them by saying out loud each sound as he writes its
symbol. Always have the child break up the whole word into separate sounds and sound each
symbol while he is writing it
This method of saying the sound and writing it, then blending the sounds into a word, aids
retention, and also aids in the teaching of sound blending. It should be noted that the reading of
the drills consists of saying isolated sounds and combining them into words. This is a synthetic
process. Dictating words to the child for him to break up the whole word into its component
sounds is an analytic process. Thus the child may work on the drill words synthetically by
reading the drills, then analytically by writing them from dictation by the grapho-vocal method.
The grapho-vocal method may also be used to familiarize the child with a new sound before
introducing it in the drills.

8. Use Concrete Associative Aids. Another effective device for helping the child to learn a
new sound is to associate the sound (and its symbol) with some concrete experience. For the
sound of sh, for example, you may associate a mother or a teacher putting her finger to her lips
and saying “sh” when the children are making too much noise. Then when the child has
difficulty with the sound in reading or in the drills, you may say, “What does your mother say
when she’s afraid you'll awaken the baby?” Usually the child responds by saying “sh” and at the
same time raising his finger to his mouth, but the overt motor response gradually decrease's as
the sound is mastered.
Similarly the sound of ou may be associated with a pinch, the short e with a deaf man putting
his hand to his ear, etc. The teacher should find specific associative aids in relation to the
experiences of the particular child.
9. When to Introduce Sentence Reading. Although the drills are very essential in remedial
training, they in themselves, will not teach a child to read. They are essential in developing
correct responses to written symbols, and also in giving the child a start in reading and an
independent attack on new words. Sentence and story reading, however, must be introduced to
supplement the drill material.
No general rule can be given as to when sentence reading should be introduced. If a child is
sufficiently motivated and is able to read the drill material without becoming fatigued, very little
sentence reading should be introduced until the child has completed a number of drills. On the
other hand, if the child requires variation in approach (i.e. variation from reading the drills,
reading drill-words which the teacher writes on the board, or writing drill-words from dictation),
sentence reading may be introduced even after Drill 1. If the teacher finds it advisable to
introduce this type of variation she may introduce, at any point in the drills, simple sentences
which include only those sounds already learned. Even after the completion of Drill 1 a child can
read sentences such as “A man and a cat had a mat. A cat had a rat,” etc. Frequent words which
do not occur in the drill system, as the, was, may be taught as word wholes and introduced over
and over again in various sentences so that these words will become a part of the child’s reading
vocabulary. Thus a teacher may ask the child to read in the drills to the point where he becomes
fatigued and begins to make mistakes. She may then ask him to write words on the board by the
grapho-vocal method as described above. He may turn to the drills or he may read simple
sentences which include words containing drill sounds. This variation should keep up the
interest of children who require such motivation.
As the child progresses in the drills, more and more sentence reading can be given him. Short
stories composed of words containing only drill-sounds, with a few non-drill words taught as
word-wholes, may be written by the teacher for the child to read. It should be explained to the
child that the symbol was says “was” (as a whole) in the same way as the sound of ee as in keep
says “ee”.
10. When to Introduce Story Reading. Primers and first readers are too elementary in content
for older children who have a reading disability. For these and other reasons it is frequently
advisable to eliminate the reading of stories from readers until the child is ready to read from a
more advanced book. It is recommended that the reading of books be discontinued until the child
has covered at least the first twenty-six drills and preferably until he has completed the whole of
Part I. When the child has mastered this part of the drills he should be ready to begin reading
from a second- or third-grade book. No definite time interval can be given since the advancement
of the child depends upon the duration of the lesson, the number of lessons per week, and the
learning ability of the child. In some cases when thirty-minute individual lessons were given five
days a week, these initial drills were covered in from two to four weeks. For children of slower
learning ability Part I required from six to ten weeks of practice.

11. How to introduce Story Reading. Not all elementary readers are suitable for story reading
even after the child has completed Part I of the Drills. However, any book which is primarily
phonic and which is not too elementary in content for the child in question may be used
Primers and picture stories are eliminated from the child's reading lessons. This is quite
necessary for reading disability cases, since many of them have become very clever at reading
stories from pictures without any reference to the words in the story. It is essential to train the
child to give all of his attention to the symbols, and therefore pictures are eliminated.
The method of transferring the reading knowledge which has been acquired in the drills to
story reading is as follows:
The teacher may ask the child to read, directing him to sound out every word that he does not know by sight.
With these directions the child will face two major difficulties. The first is the reading of words which cannot be
sounded according to his present knowledge of sounds. There will also occur many words whose sounds are not in
the drills at all. In such cases the teacher should not allow the child to sound these words but should tell them to him
and allow him to go on. This should be done for every word which the child does not know immediately and which
cannot be sounded. For example, if the child is reading the sentence, "Once there was a poor man who bad five
cows," the teacher should say, "Once there was" (because these cannot be sounded by the child) and then allow the
child to sound the rest of the words. If he does not recognize the word who but begins to sound it phonetically, the
teacher should just say "who." This procedure eliminates confusion in reading.
The second difficulty is that the child may forget a specific sound such as oo in the word poor. The teacher
should not tell him the sound, but should point to or underline the configuration. Thus the child transfers the
knowledge of the drill-sounds from the drills to book reading with the aid of the teacher. Although some children
readily make this transfer by themselves, others must be aided by the teacher. It should not be expected that a child
who can read keep, seen, etc., in the drills can readily read them out of a book. Thus the child reads the story from
the book by sounding out all words which he can now sound, and by being told the other words by the teacher.
12. Teach Non-Drill Words as Wholes. By the method given above the child gradually
acquires a reading vocabulary through two approaches. First, he may sound out the word cat, and
later, after several such soundings, may begin to recognize the word cat as a whole. Secondly, a
child may learn some words, such as was because the teacher has told him the word over and
over again in the story. The word incidentally becomes a part of his reading vocabulary. Practice
on some common words may, however, be necessary for the purpose of overcoming plateaus in
learning. The following method is recommended:
After the child has been given a book to read, the teacher should keep a record of certain common words which
she is forced to tell the child every time they occur in the story. The teacher will readily discover which words are
stumbling blocks in the child's reading. For these words special drill must be given. This may be done by various
methods. First, the teacher may go over the story before the child reads, and may drill the child upon these words by
asking him, “What is this word, what is this?” etc. If he is having trouble in remembering the words, he may go to
the board and write the words from memory. Or the teacher may type these words on small cards and present them
to the child again and again by the flash-card method. This may be repeated from day to day until the words no
longer cause difficulties. This practice will have to be continued as other words come up throughout the remedial
reading period. This should not be done, however, for words that can be sounded unless the child fails to learn these
words as wholes after a great number of presentations in which he has had to sound out the word many times.
The drills should not be dropped when story reading begins. On the contrary, the greater
proportion of the time of the remedial reading lesson should be devoted to the drills. The drills
should be continued for the purpose of introducing new sound values and also for teaching the
child to combine small units into larger visual units. Instead of reading the word tan as t-a-n, the
child may learn to respond to the word t-an (sounding an as a whole).
When Part III is reached the emphasis should be placed on reading and word study, rather
than on phonic material. Nevertheless a short period of drill work each day should be continued
until the drills are completed.

Table of Contents
Part I
Introductory Sounds
Drill 1 a (ă) b c d f g h j l m n p r s t x
Drill 2 o (ŏ)
Drill 3 Review of a, and o
Drill 4 i (ĭ)
Drill 5 Review of a, o, and i
Drill 6 u (ŭ)
Drill 7 Review of a, i, o, and u
Drill 8 ee (ē)
Drill 9 sh (sh)
Drill 10 oo ()
Drill 11 ch (ch), and tch (ch)
Drill 12 Review of ee, oo, sh, ch, and tch
Drill 13 ar (är)
Drill 14 ay (ā), and ai (ā)
Drill 15 or (ôr)
Drill 16 old (ōld)
Drill 17 Review of ar, or, old, ay, and ai
Drill 18 e (ĕ)
Drill 19 Review of a, o, i, u, and e
Drill 20 ea (ē)
Drill 21 oa (ō)
Drill 22 ck (k)
Drill 23 ow (ä΄ ), and ou (ä΄ )
Drill 24 Review of ea, oa, ck, ow, and ou
Drill 25 Long Vowels of a (ā), i (ī), o (ō), and u (ǔ) with Final e
Drill 26 General Review of All Preceding Drills
Drill 27 ing (ĭ)
Drill 28 all (ôl)
Drill 29 ight (īt)
Drill 30 th (th), wh (hw), and qu (kw)
Drill 31 er (ûr), ir (ûr), and ur (ûr)
Drill 32 Review of ing, all, ight, th, wh, qu, er, ir, and ur.
Drill 33 General Review of Part I
Test Covering Part I

Part II
Combination of Sounds
Drill 34 an (ăn) in (ĭn) and un (ǔn)
Drill 35 en (ĕn), and on (ŏn)
Drill 36 ink (ĭnk), ank (ănk), and unk (ǔn)
Drill 37 Review of an, in, en, on, ink, ank, and unk.
Drill 38 ing (ĭng), ang (ăng), ong (ŏng), and ung (ǔng)
Drill 39 and (ănd), ound (ä' nd), and est (ĕst)
Drill 40 all (ôll), ill (ĭl), and ell (ĕl)
Drill 41 Review of ing, ang, ong, ung, and ound, est, all, ill, and ell
Drill 42 Initial Consonant Combinations
Drill 43 Further Consonant Combinations
Drill 44 Review of Consonant Combinations
Drill 45 General Review of Part II
Test Covering II
_______
Part III
Advanced Sounds
Drill 46 aw (ô), au (ô), and ew (ū. )
Drill 47 ook (), ind (īnd,), oy (oi), and oi (oi)
Drill 48 -y (ǐ), -ly (lǐ), -le (l), and –ed (d,t)
Drill 49 ge (j), ce (s), ci (s), and –cy (sǐ)
Drill 50 Review of aw, au, ew, ook, ind, oy, oi, -y, -ly, -le, -ed, ge, ce, ci, and -cy
Drill 51 aught (ôt), ough ((ôt), pro- (prō), and other (ŭ th ēr)
Drill 52 re- (rē), be- (bē), de- (dē) and pre- (prē)
Drill 53 -sion (shŭn), -tion (shŭn), -ation (ā shŭn), -ution (ū shŭn)
Drill 54 Review of aught, ought, pro-, other, re-, be-, pre-, -sion, -tion, and ution.
Drill 55 Review of Part III
Test Covering Part III

Part IV
Supplementary Execises
Exceptions to Configurations Previously Taught
Exercise 1 ea (ĕ)
Exercise 2 ow (ō)
Exercise 3 th (th)
Exercise 4 ive (ǐv)
Configurations Not Previously Taught
Exercise 5 kn (n), and gn (n)
Exercise 6 wr (r)
Exercise 7 ph (f)
Exercsie 8 ould (d)
Exercise 9 alk (ôk)
Exercise 10 alm (äm)
Exercise 11 ex (ĕx), con- (cŏn), and dis- (dǐ)
Exercise 12 -ous (ŭs), and –ful (fl)
Exercise 13 wor (wŭr)
Exercise 14 war (wôr)
Exercise 15 air (âr), and are (âr)
Exercise 16 eigh (ā)
Exercise 17 ie (ē)
Exercise 18 Monosyllables Ending in y (ī), or ie (ī)
Exercise 19 oil (ōl)
Exercise 20 oe (ō)
Exercise 21 o (ō) Ending, and e (ē) Ending
Word Building Exercises and Compound Words
Exercise 22 Word Building
Exercise23 ever
Exercise 24 under
Exercise 25 sea
Exercise 26 post
Exercise27 school
Exercise 28 house
Exercise 29 over
Exercise 30 some and come
Exercsie 31 where and there
Exercise 32 Finel e Dropped Before Vowels
Exercise 33 Final e Kept Before Vowels
Exercise 34 y Changing to ies, or ied
Exercise 35 Plurals
Exercises for Letter Confusion
Exercise 36 b, d, and p
Exercise 37 m and n

PART 1. Introductory Sounds
Drill 1
a b c d f g h j l m n p r s t x
s a t m a t r a t b a t c a t f a t
c a p s a p m a p t a p l a p r a p
a m r a m S a m h a m d a m j a m
r a g b a g t a g w a g h a g l a g
c a n m a n r a n t a n f a n p a n
s a d m a d h a d l a d p a d d a d
s a t s a p S a m s a d
m a p m a n m a d m a t
t a n t a p t a g t a x
c a b c a t c a p c a n
b a g b a d b a n b a t
h a t h a m h a g h a d
r a p r a t r a n r a g
l a d l a p f a n f a t
s a t m a n f a t t a n p a t b a n
m a p c a n m a d c a t m a n c a b
r a g c a t l a p h a m b a t t a p
j a m f a n d a m h a d t a g r a p
sat cap rag can sad mat sap
ram bag man mad rat map Sam
tag ran had bat tap ham wag
tan lad cat lap dam hag fan
pad fat rap jam lag pan dad

Drill 2
o
h o t p o t n o t r o t g o t
s o b r o b m o b f o b b o b
h o p m o p t o p p o p l o p
c o g f o g h o g j o g b o g
s o d r o d n o d h o d p o d
h o p h o t h o g h o d
p o p p o d p o t p o d
c o b c o g c o d c o t
T o m t o p t o p T o m
r o b r o d r o b r o t
m o p m o b m o p m o b
s o b s o d s o d s o b
h o t m o p n o t t o p p o t l o p
r o b h o p r o d h o g r o t h o d
g o t T o m n o d s o b j o g p o p
dot mop Tom cob jog pop hot cog
log pot hog lot sod fob got bob
not fog log pod pop rob sob rot

Drill 3 — Review
a o
sat bag ram cap lad tan
hog sod top go t mob not
ta g ran ham mop fog rod
lap man hat rob log dot
cat cot hat hot pat pot
rat rot map mop had hod
hog hag sod sad top tap
cob cab pad pod not Nat
pot cat bag log hod lad
mat mop cob cap tan Tom
hod jog fat fob nag lap
ran cog cot sob fan lad
rob bat sad pop lot man
bob lot tap jog mat pop fat pad
rob bat sob fan cat hot job cap
rod wag got map ran cob man cog
jam sat mop rag pod lap not had

Drill 4
i
s i t f i t h i t b i t k i t
h i m r i m d i m J i m T i m
s i p r i p n i p l i p d i p
w i n t i n s i n f i n b i n
f i g r i g p i g b i g d i g
h i d l i d d i d k i d m i d
r i b f i b b i b f i b r i b
m i x s i x f i x s i x m i x
h i t h i m h i d h i p
s i n s i t s i p s i x
r i b r i m r i p r i g
t i n T i m t i p t i n
l i d l i p l i t l i p
p i g p i n p i t p i g
s i t h i m f i t r i m h i t d i m
s i p w i n r i p t i n h i p s i n
r i d h i d r i g h i t r i m h i p
m i d d i g b i n d i p p i t l i p
f i n b i g k i d f i b s i x r i b
tin fib pig sin bit rip pin sip
jig nip him hip did lip dip mix
hit bin hit fin fig six lip hid
big fit dig sit mid rig rib fix

Drill 5 — Review
a o i
sat cap rag can sad mat
not sob hop cog sod pot
sit him sip win fig hid
mat sap rob mop fit rim
hat hot hit pat pot pit
tap top tip had hod hid
big bog bag lip lop lap
hat hit hot top tap tip
fit sat dot mop cap sip
rag rim rob sip sad sob
pod rip mat lag dim hot
bag pot log nip jig man
hip sob fan cat did fob
mix rod wag dip got map
pan sod lot pit jog six rip ram
rat hog dot Sam pop can kid rap
sad big wag fin nod dip dig top
Jim tan bog jab mob dam cot rim

Drill 6
u
n u t h u t c u t g u t b u t j u t
f u n r u n n u n s u n g u n b u n
up p u p s u p c u p s u p p u p
r u g m u g p u g j u g d u g b u g
h u b r u b t u b r u b h u b t u b
b u d m u d c u d m u d b u d c u d
s u m h u m g u m r u m g u m s u m
h u t h u m h u g h u b
r u n r u g r u b r u m
b u s b u t b u g b u n
s u p s u n s u m s u n
c u t c u p c u d c u p
g u n g u t g u m g u n
c u p f u n h u b s u m r u g b u d
h u t r u n b u s c u t s u p n u t
s u n c u p b u t r u g h u m n u n
m u d h u m r u b r u n p u p m u g
s u p n u n t u b g u m p u g c u d
hut mud hug rub bus cud sum jug run
tub dug jut tug gun bun rum hub nut
gun up cut sun tub gum mud fun hum
hut pup gut mug jut bug bun sum cup

Drill 7—Review
a i o u
pad fat rap jam lag pan mad
tin fib pig lid bit rip him
big sat cap dig am fit hip
dot mop Tom cob jog pop sob
pan not pit dig hop hid sat
cup fun hub sum rug bud hut
big bag bog bug cat cot cut
hit hot hut hat sap sup sip
rum ram rim jug jog jig jog
bit bat but hum him ham him
pot fin sum hit nut cob tug
sad but dim rug dam hit cud
got dad bun nap gum mud top
sat dot mop tin cup fun bit
fib sip sum cob rug pop nun
rag can hut pin run fob up
sin tug rat pi t hog but map
sip lot Sam sod hit mug had
gun pit cat pop kid lad bus
fib hag bat sum bun cot pit six
top mob tan tub pug hid rip bat
nod wag him dug pup dot hip dad
mix bob man dip jut nun pop dam
bag rod bug pod Jim map cud got

Drills 8
ee
d ee d f ee d h ee d n ee d s ee d w ee d
b ee r d ee r j ee r l ee r p ee r d ee r
f ee l h ee l r ee l k ee l p ee l f ee l
s ee k w ee k p ee k m ee k r ee k l ee k
p ee p w ee p k ee p d ee p w ee p k ee p
b ee t f ee t m ee t f ee t m ee t b ee t
d ee m t ee m s ee m t ee m s ee m d ee m
r ee d r ee f r ee k r ee l r ee d
d ee r d ee p d ee d d ee m d ee p
p ee r p ee l p ee k p ee p p ee l
s ee s ee n s ee k s ee d s ee m
w ee w ee d w ee k w ee p w ee k
k ee l k ee n k ee p k ee n k ee p
d ee r r ee d p ee r s ee d ee p d ee d
b ee r ee f p ee l f ee s ee n r ee k
b ee r w ee f ee t w ee d l ee p ee k
m ee t k ee l l ee k m ee k k ee n b ee t
s ee k f ee l l ee r n ee d w ee k k ee p
deem reel peep beef seep feed weep
leek heel keen deep reed peel seem
beet feet week leer heed keep need
eel jeer teem keel deed seem meet

Drills 9
sh
d a sh c a sh g a sh l a sh
m a sh r a sh s a sh d a sh
d i sh f i sh w i sh d i sh
g u sh m u sh h u sh r u sh
sh ee p sh ee t sh ee r sh ee n
sh o d sh o t sh o p sh o d
sh i p sh i n sh u n sh u t
sh ee p d a sh sh i p m a sh
sh o d d i sh g u sh sh ee t
c a sh sh i n r a sh sh o t
f i sh m u sh sh ee r g a sh
sh u n s a sh sh o p w i sh
h u sh sh ee n l a sh sh u t
sh a m l a sh sh ee t ru sh
sheep shod cash fish shun hush
dash dish shin mush sash sheen
ship gush rash sheer shop lash
mash sheet shot gash wish shut

Drill 10
oo
b oo t h oo t r oo t h oo t
b oo n m oo n s oo n n oo n
c oo l f oo l t oo l p oo l
r oo m l oo m d oo m b oo m
f oo d m oo d r oo d f oo d
r oo f h oo f w oo f r oo f
h oo p l oo p m oo r p oo r
r oo t r oo m r oo d r oo f
b oo t b oo n b oo m b oo t
h oo t h oo f h oo p h oo f
m oo r m oo n m oo d m oo n
b oo t m oo n c oo l r oo m f oo d
r oo f h oo p b oo n h oo t f oo l
l oo m m oo d h oo f l oo p r oo t
s oo n t oo l d oo m r oo d w oo f
m oo r sh oo t n oo n p oo l b oo m
p oo r t oo t d oo m w oo f c oo l
boot roof loom soon moor moon poor
hoop mood tool shoot cool boon toot
hoof doom noon hoot room loop rood
pool woof food root fool woof boom

Drill 11
ch tch
ch a p ch a t ch a ff ch a p
ch i n ch i p ch i ll ch i n
ch ee k ch ee r ch ee r ch ee k
w i tch p i tch h i tch i tch d i tch
h a tch c a tch m a tch l a tch p a tch
m u ch s u ch r i ch b ee ch m u ch
r i ch ch a p h a tch ch i n d i tch
ch ee k p i tch ch a t c a tch ch i p
n o tch ch ee r h i tch ch a ff m a tch
ch i ll b ee ch ch o p i tch ch u m
l a tch ch o p p a tch ch i n ch ee k
d i tch ch a t ch i n n o tch c a tch
ch i ll b ee ch r i ch h a tch s u ch
chin rich cheek chap notch chill
latch chop cheer pitch beech hatch
chat chin hitch patch chop catch
chaff itch ditch chin chum chip

Drill 12 – Review
ee sh ch
oo tch
seek feel leek meet deer beef
shut shod cash shop dish sash
sheep gush shot seen dash meet
boom hoop mood pool roof soon
beet boot shoot sheet seen s oon
poor peer feel fool shoot sheet
hush moon feed noon shot deed
chat chum hitch chop catch rich
chip ship cash chop catch chop
ditch dish shin chin much mush
shut shod pitch cash chill such
cheek shop chap feed sheet ditch
notch shoot chat soon chip pool
chin week woof noon patch feet
chill boot sh eep deem latch hoop
dash leek chat hoof ship beet
hitch pool ma sh eel ric h roof
shod reed chop mood match dish
heel chin doom gush feet itch woof
sheet jeer cheek loon cash peep cheer
tool shin keen hitch noon rash week
ditch food shot teem chap soon fish
beef pitch shoot mush deep patch hoot
sheer keel chin root gash dee catch

Drill 13
ar
b ar f ar c ar t ar j ar
m ar s t ar s c ar f ar c ar
c ar t d ar t h ar t m ar t p ar t
c ar d y ar d b ar d h ar d l ar d
ar k l ar k p ar k d ar k sh ar k
ar m f ar m h ar m ch ar m f ar m
y ar n b ar n d ar n h ar p sh ar p
ar ch ar k ar m ar t ar m
h ar d h ar k h ar m h ar p h ar t
b ar h ar d b ar k b ar n b ar k
c ar c ar d C ar l c ar t c ar
d ar k d ar n d ar t d ar n d ar k
m ar m ar ch m ar sh m ar t m ar k
b ar c ar t y ar n ar m c ar d
ar k b ar n y ar d l ar k d ar t
s t ar f ar m p ar k h ar t c ar
d ar n b ar d s c ar ch ar m d ar k
h ar p m ar t c ar d sh ar k p ar t
g ar b m ar sh t ar y ar d sh ar p
chart hark mark sharp farm shark lard
part car harp charm dark hard mart
far scar hart bark harm darn star
dart yard lark arm mar march yarn

Drill 14
ay ai
s ay d ay h ay l ay r ay n ay
b ay m ay p ay j ay w ay g ay
s l ay p l ay c l ay f l ay c l ay p l ay
p r ay b r ay t r ay g r ay f r ay p r ay
m ay d ay p ay w ay s ay s l ay
w ay g ay g r ay l ay s l ay p l ay
n ai l s ai l f ai l r ai l t ai l w ai l
m ai n r ai n C ai n f ai n l ai n ch ai n
p ai d m ai d l ai d w ai t g ai t b ai t
m ay m ai n m ai l m ai d m ai l m ay
g ay g ai t g ai n g ai t g ay g r ay
p ay p ai d p ai n p ai l p r ay p l ay
s ay p ai d d ay g ai n p r ay m ai n
n ai l b ay s l ay r ai n m ai l m ay
l ai n s l ay m ai d p ai l p ay r ai n
b r ay l ai d h ay p l ay b ai l t r ay
l ay c l ay p ai n v ai l w ay l ai d
bait say chain gay vail gain fray vain
gray fain jay gait bail wait flay ray
maid jay jail may hail tray slay day
bay rain wait way play say pail chair
sail flay bail bray gay pain bait may

Drill 15
or
b or n c or n h or n t or n w or n m or n
g or t f or t p or t s or t f or t sh or t
f or k p or k c or k c or d l or d f or d
f or t f or m f or k f or d
c or k c or d c or n c or d
p or k p or t p or t p or k
or f or k s or t b or n c or n p or k
f or t or b c or k h or n p or t n or
c or d t or n s or t f or t w or n c or k
f or d m or n f or p or k f or t h or n
sort corn port nor fork or lord short
cord morn born nor for sort pork torn
orb corn lord horn fort cork short or
Drill 16
old
o ld c old h old t old b old
s old s c old m old f old g old
b old t old c old h old old
g old f old m old s old s c old
mold cold hold old fold hold gold
told bold scold sold cold told fold
old gold hold cold bold scold mold

Drill 17 – Review
ar ay
or old ai
harp mart card shark part
ford born sort pork fort
barn born form farm for
port part card cord car
garb cord harp orb darn
bold told cold hold old
fork bar n old card port
gold sort pork arm sold
nail bay slay rain mail
vain star short gay hard
morn flay mark tail cord
tr ay marsh scold jail darn
bold main cart pay told
pray cold orb short bail
gold clay pork lain old
born cart clay cold orb
sail barn cold fort hay
bait park form card vain
say pork hold way gain
mart cork ray mold wail
gold sort hold gray yarn ark rain
told ford sold chain flay lark old
bay shark wait march hail short bold
maid torn part star may gain wail

Drill 18
e
b e t n e t g e t p e t s e t
j e t w e t l e t m e t b e t
d e n h e n m e n p e n t e n
b e g k e g l e g p e g M e g
b e d f e d l e d N e d r e d
w e d sh e d r e d b e d f e d
b e t b e g b e d b e t B e n
m e t m e n M e g m e n m e t
p e t p e n p e g p e n p e t
l e t l e g l e d l e ss l e t
b e t d e n k e g b e d n e t
d e n w e d b e g h e n j e t
w e t m e n n e t l e g f e d
sh e d p e t p e g t e n g e t
r e d p e n l e t b e t N e d
p e t M e g B e n s e t f e d
net jet fed get ten Ned set leg
hen bed keg net set peg leg den
Meg pet pen wed men bet shed wed
wet red pet Ben less set web get

Drill 19 – Review
a u
o i e
mat can wag mad ran cap
hot sob top jog nod got
tin fib pig sin bit rip
cup mug gun sum jug rub
bet Ben keg net wed set
pan beg not sat men hop
hit den hot red dig mop
wet fib bun fed tub dip
Ned pup wag map pen cud
pet nun net got dug pod
hip men man mix fat ten
big bag beg bug bog beg
bit bat but bet bat bet
leg log lag leg lag log
hum him ham hem him hem
den Dan din peg pig peg
ten tin tan red rid red
lad bet kit pop den cut
win met gun shot rat bed
get sat lot net sip tug
ten cob sit run leg hag
six man men cot cut bet bat hag fib
shot nun chip get hub shop chin gum bat
chop hat peg jut wig pen pin hid dad
rot shut hen tin led bat less cot jam

Drill 20
ea
b ea t s ea t h ea t n ea t m ea t ch ea t
b ea n l ea n d ea n m ea n w ea n b ea n
d ea l h ea l p ea l s ea l v ea l w ea l
w ea k b ea k p ea k l ea k b ea k s p ea k
l ea p r ea p h ea p l ea p h ea p ch ea p
b ea d l ea d r ea d m ea d r ea d b ea d
f ea r h ea r r ea r d ea r n ea r sh ea r
b ea n t ea m s ea m s t ea m c r ea m d r ea m
b ea t b ea n b ea m b ea k b ea d
r ea d r ea r r ea p r ea l r ea ch
l ea k l ea d l ea f l ea n l ea p
h ea t h ea p h ea l h ea r h ea t
m ea d m ea l m ea n m ea t m ea n
s ea s ea l s ea m s ea t s p ea k
p ea p ea ch p ea k p ea l p r ea ch
b ea ch f ea r l ea p b ea d w ea k b ea n
s ea t b ea k h ea r l ea d l ea n r ea ch
s ea m r ea d h ea t p ea l d ea n h ea p
p ea ch g ea r m ea d l ea d l ea p s t ea m
s ea l m ea n n ea t w ea n n ea r c r ea m
dream shear cheap bead weal bean speak veal
team hear lead reap leaf zeal steam teach
each cream hear read beak deal fear cheap

Drills 21
oa
oa t b oa t c oa t g oa t m oa t
oa k s oa k c r oa k c l oa k s oa k
oa r r oa r s oa r b oa r b oa r
c oa l g oa l sh oa l g oa l c oa l
t oa s t c oas t b oa s t r oa s t c oa s t
t oa d l oa d r oa d t oa d r oa d
c oa t c oa l c oa x c oa ch c oa s t
r oa d r oa m r oa r r oa s t r oa ch
l oa n l oa d l oa m l oa f l oa d
b oa r b oa t b oa s t g oa l g oa t
f oa m t oa d t oa s t c oa l oa r
oa k b oa t g oa l c oa s t s oa k
l oa d b oa s t r oa d sh oa l c oa t
c l oa k l oa m g oa t r oa m c r oa k
b oa r r oa ch g oa t t oa t c oa l
road coat roast load oar coast roam boat
coax moat soap loan coach moan soar goal
roar loaf load roam goat croak oak shoal
toad roach oar toast hoar coal road oak

Drill 22
ck
b a ck s a ck h a ck r a ck t a ck
j a ck l a ck p a ck s a ck b l ac k
p i ck s i ck n i ck k i ck l i ck
t i ck D i ck w i ck s i ck ch i ck
r o ck s o ck m o ck d o ck t o ck
c o ck sh o ck h o ck s o ck d o ck
t u ck l u ck b u ck d u ck m u ck
b e ck p e ck s p e ck n e ck d e ck
b a ck p i ck p e ck t i ck l o ck
t u ck j a ck l u ck sh o ck s p e ck
s o ck l a ck s i ck s a ck w i ck
d e ck t a ck b e ck h a ck b u ck
m o ck r a ck k i ck d u ck d o ck
muck tock lick neck back deck sock
nick mock pick jack Dick tack peck
tuck luck sick dock kick suck shock
speck hack duck lock pick buck wick
lack nick rock black sack luck tuck

Drill 23
ow ou
c ow n ow h ow v ow b r ow
ow l f ow l h ow l ow l p r ow l
g ow n d ow n t ow n g ow n b r ow n
c ow h ow n ow b r ow p r ow
ou t b ou t sh ou t r ou t b ou t
s t ou t s p ou t s c ou t s n ou t ou t
p ou ch c ou ch v ou ch c ou ch p ou ch
b ou n d f ou n d h ou n d p ou n d s ou n d
c ow ou t ow l p ou ch b r ow n
g ow n ou r n ow b ou n d s t ou t
f ow l f ou l d ow n m ou n d s c ou t
h ow sh ou t b ou t h ow l p r ow
c ou ch t ow n s ou r v ow r ow l
found cow round owl shout brown
down loud prow scout pouch our
cow round gown rout howl pound
out town foul bound now noun
sound couch town how out sour

Drill 24 – Review
ea ow
oa ck ou
fear leap beat weak near read
foam road coal loaf coat coast
beat boat beast boast roach reach
loaf leaf read road croak creak
lean roam teach meat toad loan
back pick luck rock lick such
bean sack coat tick roar leap
cow town owl howl prow down
out our loud found couch stout
boat bouts our soar coach couch
heat round goat how team roach
lack fowl snout peach sick real
duck loan how l oad peck bout
dream soap sock vow moan our
cheap gown oar cream round owl
oak sick how hound loan seat
noun lock roar mean pound seal
steam fowl bean coach sack hound
each muck road down load vow toad
dream now tuck goal dock out our
pouch hound buck soak speak croak town
how shock foul boast preach loaf kick

Drill 25
Long Vowel with Final e
a i o u
at ate r at r ate f at f ate
c an c ane m an m ane D an D ane
g ap g ape c ap c ape t ap t ape
m ad m ade b ad b ade l ad lade
s it s ite b it b ite k it k ite
d in d ine p in p ine f in f ine
r id r ide h id h ide b id b ide
h op h ope m op m ope p op p ope
c od c ode r od r ode c od c ode
us u se c ut c ute p l um p l ume
p al p ale p op p ope p in p ine
c an c ane c od c ode c ut c ute
f ine f in f ate f at f ile f ill
h ide h id h ope h op h ate h at
s l ide s l id s l ime s l im s l ope s l op
l ake l ike L uke m ale m ile m ule
b ode b ide b ade d ame d ime d ome
l ane l ine l one p ale p ile p ole
h ole h ale w ide w ade r ode r ide
c ane c one d ive d ove c ape c ope
r ave r ove r ate r ite r ipe r ope
l ane l ine w ide w ade d ote d ate
t ime t ame c one c ane m ine m ane
bide rate bad made mad mule bade male
win wine hole bode case tone shine shin
dike rode pile duke poke dive mat mite
cave mute rid rove cove wave rip rope
ripe mule rule wine man mine lone mane
mile not mole time bat den dine pane

Drill 26
General Review of All Preceding Drills
seek feel week keep meet seem feet weed
ship rash sheep fish cash sheet shot hush
boot loop tool shoot fool soon moon food
chat hitch chop rich match cheek beech chum
chart part harm march bark sharp marsh dark
say pain play pail stay rain maid nail
fork born short form horn for fort corn
old bold told sold gold fold mold scold
set men bed less peg red hem ten
beat beach team steam neat fear read shear
oat coat soak coal goal coach coast roast
back pick luck sick chick shock sock sack
cow out couch town found down sound gown
rate mine poke mule time chase code plume
gold chin wine week pork tail horn ship
hound now food card hole luck coach seem
how loud tack duke fed sheep leg road
play star rain mane marsh bold stay wait
fowl shoot rich sold may blade chain seat
found soap cream gown ripe cheer pain lone
beef sash meet soon jet ditch web cloak
loaf heat round roach ford kick dark cork
main clay barn hail sheet moon catch wet
boat duck steam town met team tool shark
cow dock oat meat short cold bark tray
fork gear pen much ship roast couch eat
duke corn patch leaf way scold hard room

Drill 27
ing
s ing w ing r ing k ing b r ing d ing
f l ing s l ing c l ing f l ing s t ing s w ing
s ing ing w ing ing r ing ing b r ing ing d ing ing
p ay ing w i sh ing f ar m ing ch ai n ing b ea t ing
fish ing kick ing back ing pack ing cheer ing
hush ing match ing morn ing arm ing farm ing
sl ing ing park ing pitch ing catch ing tack ing
harm ing sort ing say ing slay ing march ing
play ing rain ing hold ing shock ing gain ing
bark ing lay ing feed ing br ing ing howl ing
boat ing shout ing lick ing wait ing dart ing
ring cling sting wing king fling bring
steaming howling mocking charming hushing farming
staying dreaming laying shouting gaining barking
holding scolding marching matching harming feeling

Drill 28
all
all b all t all f all h all c all
w all h all b all w all t all s t all
c all ing f all ing s t all ing s m all
tall ball hall stalling fall small
wall all calling ball hall call
Drill 29
ight
f ight m ight s ight r ight m ight
l ight t ight w ight b r ight f r ight
f l ight p l ight s l ight l ight t ight
f ight ing l ight ing s ight ing s l ight ing
fight tight right sight night weight
flight fighting fright plight light slight
bright sighting might fright fight might

Drill 30
th wh qu
th an th en th em th is th us
th in th at th ou th us th is
th at th ee th en th em th an
wh en wh ite wh ich w hip wh ale
wh eat wh eel w him wh ich wh ite
th at wh en th en wh ip th is
th em th en wh ich wh ite th an
wh eat th e th is wh eel wh ale
th ine th em wh im wh ile th us
qu ack qui ck qu ake qu ail qu een
qu eer qu est qu it qu ote qu ick
qu ail qu aint qu ell qu ill qu ilt
th ou wh ite qu ick th is qu it
wh en th en qu een th an qu eer
th us qu ack wh ich qu ake th em
thus thou queer quit this white
quack when quail that queer wheat
with wheel tithe quote quest which
thine while quick than lathe then
whale them bathe quick which quack
with quick quack wheat then when

Drill 31
er ir ur
h er h er d h er b v er b p er p er t
f er n s t er n p er ch t er m w er t h er
f ir s ir s t ir b ir d g ir d g ir l
d ir t sh ir t g ir t b ir ch f ir m f ir s t
h er f ir b ir d un d er s t ir s t er n
h er d b ir d b ir ch p er ch f ir m n ev er
f ur c ur b ur n t ur n l ur k T ur k
c ur c ur d c ur b c ur l h ur l h ur t
ch ur n s ir h er b g ir l b ur s t f er n
h ar d er s m ar t er b ar t er ch ar t er
fir turn bird hurt her shirt
churn herd curl bird sir harder
burst stir charter verb hurl burn
bird curl cleaner blacker girl fir
fern cur churn stern under firm
birch charter never sir stir fur

Drill 32 – Review
ing th er
all wh ir
ight qu ur
sing ring bring king wings wing
all ball f all tall halls tall
fight right bright might sight light
that then them this than thus
when white sheat wheel while whip
quack quick queen queer quit quake
herd fern charter her stern pert
sir firm birch first bird girl
curl burn lurk curb churn burst
fight sing burn which that ball
quit quitting while fall right per
bird than queen light singing this
thee seeing whim quack fright whipping
cleaner thou when falling quest Turk
lighting small quote sir white then
whip when that then quack quit
bring sting bright might ringing queen
them while verb with quake queer
burst fight calling wheat whip thus
holding plight then harder quit small
cur quaint marching call whale king
quick hall lathe thou when charter
with quote stir thee tight cheering
feeding this all morning tithe tall

Drill 33
General Review of Part I
sat cap rag can mop hot rod fob
tin pig rip did hut bug sun but
let leg fed ten mate rode dime tune
hit met time neck bug line shock date
not cat note mutt wade mute ripe man
lake sack lot cute rip rope hole kite
deer see keep feet sheep cash ship fish
boot moon shoot food rich chop catch such
car barn shark part day play rain paid
for corn cork fort gold old scold cold
meet wish soon itch hard may port scold
much sash fool torch feel scar hold pain
shell clay chip weep star mold porch boon
seat read reach heat boat coal coat load
back kick shock duck cow out owl town
sing ring bring wing ball small fall calling
fight right bright light that them then this
when white while whip queen quick queer quit
her per harder sir girl stir cur turn
light quake bead which croak kicking then when
barter crowd tall gird thou curd quite peck
hall quick howling blight reach roach shout than
light quake bead lurk with when croak kicking
fight crowd tall wheat thou coat quite peck
fall per howling light king reach roach stout
bite quake torn poorer when pope cloak couch
cute fine seem quail storm boom wheat Turk
crowd old seeing peach arm stop all wheel
veal park stir form week say boat scar
speck rule then bean bird with farmer gold

Test Covering Part I*
corn sight right found
soothe peek turn tall
made meat pork catch
room road chain coat
sir pay soon herd
born saying sing chop
seat that neck suck
shot when thus fall
raining fir queen quick
day quit paid down
fur such bold girl
bark shout gun coal
boat meal not teach
cow match bird might
shop queer while town
ball white bout then
barn seem pool lay
burn paid fight charm
out now cart king
short cur call lag
herd hold whip her
cold pitch per old
______________________________________________
* Each phonogram is represented four times. Thus the child’s proficiency with each may be indicated. In order to
avoid fatigue it may be advisable in some cases to present only half of the test at one setting.

PART II
Combinations of Sounds
Drill 34
an in un
r an b an c an D an f an m an
p an t an v an N an c an r an
and b and l and h and s and s t and
p in t in s in w in d in k in
h int t int h int m int l int f l int
b an b in f in f an t an t in
r un b un f un n un s un g un
h unt b l unt s t unt b l unt h unt
r an r un s in s un f un f in
b un b an b in f in f un f an
pin pan plan and land tin win twin
fin bin ban bun hand ran run sin
sand fun fan lint tint band hunt sun
nun spin span gun run can stand fun

Drill 35
en on
d en f en k en m en p en t en
t en d b en d l en d s en d m en d w en d
s en t b en t w en t l en t d en t p en t
on D on b on d f on d p on d
d en D on b on d b en d p on d
c on b on d t en m en f on d
D on w en d f on d b en t c on
D an d in D on d en r an b and
f an f in f un f en f an f on d
p an p l an p en p in s p in p en
t in t an t en b on d b en d r un
lent pond lint lend bond went band lend
pent hint fond pond send band fun run
ran pin spin span man bun sun sin
ten tend hand went nun mend bend twin

Drill 36
ink ank unk
ink w ink i nk c l ink b l ink
p ink s ink s t ink ch ink p ink
f ank r ank b ank l ank t ank
d r ank p r ank c r ank F r ank d r ank
s unk ch unk j unk ch unk d r unk
s ink s ank s unk d r ank d r ink d r unk
s ink ing d r ink ing c r ank ing w ink ing
s unk b ank b l ank b l ink b ank
t ank j unk c r ank ch ink ch unk
clink sunk drank chink tank sink
prank rank stink chunk wink drinking
pink sinking junk blank lank sunk
bank drink sank blank winking blink

Drill 37 – Review
an in un en on
ink ank unk
ran ban land pan sand hand
pin lint win sin mint tin
fun bun sun nun run gun
hen sent went send men bend
Don con fond bond pond fond
r an wink sun went pond send
sink pink drink chink b link clink
bank rank drank crank Frank sank
sunk chunk junk drunk junk sunk
wink chunk sank drunk link tank
chink hen dent tint sank bond
win hunt clan junk winning blink
spin land hen pond bend run
win sank man chunk ink mend
stunt rank on pink tent can
drank win pen drink Dan pond
ran junk sand went bank sin
ran bank ink pink sank drunk
in tin spin bun gun den
bend van stun sank drank sunk
drink spin spinning running and hand
pond bond tent went sinking bend
drunk mint twin land sent blink
lend men chunk clink ten sun

Drill 38
ing ong
ang ung
s ing r ing b r ing s t r ing k ing
b ank p ang g ang r ang s ang h ang
c l ang s l ang b ang ing h ang ing c l ang ing
s ong t ong s t r ong l ong a l ong
r ung h ung l ung d ung s ung s t ung
h ang h ung s ing s ang s ung s ong
s ong s t ung s t ing s t r ing s t r ung s t r ong
s l ing s l ang r ung r ang r ing b r ing
k ing b ang l ung l ong l ong ing a l ong
sing lung hung rang bring slang clung
pang gang song sting pang along stung
hanging ring tong song long rung clang
tong hang ringing bringing singing banging

Drill 39
and ound est
h and s and l and b and b r and
s ound b ound r ound h ound f ound
h and h ound b and b r and r ound
s ound s and s t and b and b ound
r est b est n est ch est c r est
l est p est qu est test w est g r and est
ch est g r and b ound r ound r ound est
z est s t and r ound b est h ound b and
s and c hest b r and f ound c r est s ound
land nest grand ground round roundest
hand sound rest band ground best and
hound grand hand crest nest brand round
chest stand bound west roundest band test

Drill 40
all ill ell
b all f all c all t all s t all ing w all
ill t ill m ill k ill h ill f ill
g ill b ill ch ill t ill s t ill s p ill
m ill m ill ing r ill b ill b ill ing
w ill w ill ing f ill f ill ing k ill ing
s ell b ell t ell f ell d ell sh ell
w ell N ell s ell s ell ing b ell y ell
s ell ing s m ell ing t ell ing f ell ing
b ill b ell b all t ell t ill t all
s ell s ill s p ell w all w ell w ill
f ell f all f ill f ell ing k ill ing
s ell s t all s t ill s p ell s p ill ing
w all w ill ing w ell d w ell d w ell ing
smelling telling fall filling will willing
hall fell smell shell fill still dwell
dwelling spill swell chill small sell
bill telling spelling mill rill wall fill

Drill 41 – Review
in ong and est ill
ang ung ond all ell
ring sing sting sl ing fling wing
bang hang pang gangs slang clang
song along gong long tong strong
hung rung lung dung sung stung
hand and band brand sand stand
bound sound hound found round ground
nest best chest test zest west
call fall ball tall stall wall
fill till will hill chill mill
well tell sell Nell fell shell
ground grandest best fill fell fall
roundest till clung clang dwell pall
sing along chest killing ground sell
slang grandest bang wall chill b and
found song fall bringing tong fill
pang tall lung gong Nell wing
hung sand rung bound fell brand
song sing hound rest gang lung hill
ball bring bang long sell band found
rang stall brand sung bill tong well
falling rung roundest land banging chill nest

Drill 42
Initial Consonant Combinations
pl ay pl ow pl an pl ight pl ea pl ume
cl ock cl aim cl ub cl ang cl ean cl ip
fl ame fl ed fl our fl og fl it fl eet
bl ink b lade bl ess bl eat bl uff bl ack
gl oom gl ass gl eam gl ee gl ide gl en
sl id sl ave sl unk sl ain sl ight sl ope
pr each pr ow pr int pr une pr oof pr ide
cr ib cr ack cr ush cr ane cr eep cr op
fr ill fr ay fr ee fr ock fr ank fr esh
br ush br ed br ight br ood br aid br ink
gr and gr oan gr eet gr aze gr uff gr ay
dr ank dr ink dr unk dr ess dr ill dr eam
sp an sp eech sp ell sp ill sp ark sp ank
st all st and st ake st ain st ill st one
sc ab sc old sc owl sk ate sk irt sk ull
sm all sm art sm ell sn ail sn atch sn eak
sw ay sw eep sw ell tw in tw eed tw ig
pl ank pl ain cl ash cl ing fl int fl esh
bl ond bl ed gl ean gl obe sl eet sl aying
pr ess pr op cr am cr eam fr oze fr ight
br ag br oom gr in gr ade tr ench tr ay
dr ive dr um sp ark sp eak st ack st ake
sc um sc out sk in sk ill sm ack sm ile
sn ake sn ug sw eet sw im tw ine tw ain
plate twig clash skill flight prowl
scorn crop blend frail starch breach
glean grip spool treat sleeve dress
smack sneer swing plait crab fling
twain skirt prick smite blunt stay
glass sport slight swain clown snout
scant frock bringing groan tray drive

Drill 43
Further Consonant Combinations
p ai nt f ou nt f ai nt c ou nt m ou nt pl ain t
t oa st y ea st f ir st b ur st c oa st l ea st
h u sk d e sk r i sk d u sk br i sk fr i sk
c a mp r o mp b u mp l a mp j u mp p o mp
b u lk m i lk h u lk s i lk b u lk sk u lk
b e lt h i lt qu i lt p e lt t i lt f e lt
a ct f a ct s e ct t a ct tr a ct f a ct
l i ft t u ft l e ft s i ft r a ft r i ft
r a pt k e pt w e pt sw e pt sl e pt cr e pt
spl ash spl een spl it spr ang spr ay spr ing
str ain str and str eet scr ap scr eam scr een
str ap spl een spr ee scr ape spl it scr ibe
splash shelf wilt plaint brisk tract sprout
dump spite feast strip skulk cleft split
belt gulf held crisp belch saint swept
milk help strive elm limp shrank boast
gasp scrub pulp shrug drift slept frisk
strike bulb scrap weld sprig film screech

Drill 44 – Review
Consonant Combinations
plow clam flirt blank grove trip
drove speech steal scar snake say
twin glide slam prime crowd frog
skill smoke saint disk lamp quilt
gasp milk roast fact theft wept
spilt spree strode scrub sprain strife
cramp trust shrink stress plant dream
smelt spleen desk twist welt scalp
tramp flame stand ground crust dwelt
stamp shred strode stretch roast strict
which split swept waist stream plump
blond state trump speak greet strap
swift starch splash blend still lump
scrim bright proud clown sling groom
gloom pump drown crowd trust free

Drill 45
General Review of Part II
ran bran win grin fun gun
pond fond tent lend sink blink
tank prank chunk sunk sung hung
bring king hang banging long song
band brand round sound nest chest
call ball till hill sell fell
play strand growl glad paint felt
cranking along split frisk bond sun
fill bill sell spell prowl cramp
boost slant strict blink lump stung
hound snail round stand found band
bang slang plan small long longing
flung slung plank skulk crisp twist
swell start gland flight spring swept
scream twin spin fact run fun
ford well skin mend pond tent
well fill hill swell spell scum
street drank drunk trunk slink drill
block black clip clean clasp cream
ground sing wept felt sand tell
greet bray drive lift sound grand

Test Covering Part II*
best bran drank drill
hung clan long grand
sink blend hint found
stand sell crank strict
sting blink rest run
trunk spell bring spill
sunk fun faint song
ground fond sin split
pond sang ten rang
rung
______________________________________________
* Each phonogram is represented twice with the exception of initial consonant combinations
which occur more frequently.

Part III – Advanced Sounds
Drill 46
aw au ew
jaw caw law paw raw law
draw flaw claw dawn fawn lawn
pawn brawn brawl crawl hawk straw
laud Maud fraud gaunt taunt vaunt
haul maul Paul Saul haunch launch
new Jew blew flew slew chew
brew crew drew grew flew stew
jaw strewn saw flew daub
crawl new haul drew Paul
drawing grew crawl crawling shawl
new chewing lawn crew launch
August chew saunter drawing drawer
sawing fault flaw slew strewn
pew taunt stew hawk awning

Drill 47
ook oy
ind oi
book cook book look nook rook
took shook brook crook book look
bind find kind bind mind blind
grind cook rind brook bind shook
took grind brook bind book find
boy toy joy Roy troy cloy
joy enjoy enjoying toy toying
oil boil foil coil toil soil
coin loin join joint point void
moist joy boiling toy broil coy
hook boy kind broil crook find
loin shook enjoy void rind grind
cloy brook mind point employ look
blind moist took grinding joining
book coin rook oil boiling coy

Drill 48
-y -le
-ly -ed
mud muddy hill hilly fur furry
doll dolly fog foggy hand handy
dust dusty chill chilly dusk dusky
candy hardy Billy jelly gully penny
dirty jelly dandy witty tardy pity
bad badly cold coldly short shortly
tight tightly bright brightly hard hardly
deep deeply dark darkly kind kindly
silly lightly dirty manly sandy freely
newly pity sadly funny swiftly twenty
cattle battle rattle prattle bottle mottle
settle kettle mettle nettle little brittle
dangle tangle mangle jingle single mingle
humble tackle middle tickly grumble apple

Drill 48 (continued)
reach reached ask asked wing winged
pen penned spill spilled spell spelled
junk junked tin tinned team teamed
loaned plowed stayed coaxed shipped burned
handle little spanked inked bettle stirred
sickle longed bumble ranked tumble candle
freely sandy rumble cracked fiddle Billy
hemmed Betty angle tursty wished twenty
mangle lustly lulled funny mailed slightly
quickly brittle thimble brightly queerly misty

Drill 49
ge ci
ce -cy
age page rage sage cage wage
badge dodge ridge edge fudge sledge
forge urge George gem germ fringe
ice nice mice rice face place
fence hence since mince dance glance
force farce cent center dunce ounce
Marge twice pace gentle pounce gem
rice lace fudge stage spice wedge
dancing glancing mincing fencing bouncing
cite city acid circle circus
fancy fleecy mercy tendency saucy
cite glancing saucy acid fancy
city fleecy circus mercy cigar
cage face city tendency since fudge
fencing mercy badge cent fleecy
gem acid farce fringe ice mincing
ounce fancy forcing George bounce

Drill 50 – Review
aw ook oi -le ce
au ind -y -ed ci
ew oy -ly ge -cy
saw draw crawl Paul taunt August
flew chew newer cook shook brook
find blind kind boy joy toying
oil void point copy muddy dusky
badly deeply surly battle turtle mangle
reached ripped harmed Madge germ gently
place since cent cite mercy civic
grudge flaw fault crook mind enjoying
puzzle strewn dirty city canned saucy
exploit nightly farce fancy twice furry
hewer haunch unkind spurned broil edge
settle coy took gully hawk circle
twenty chew bauble tinge binder boiled
circus fancy employ auburn brook booty

Drill 51
aught pro
ought other
aught caught taught naught fraught
daughter slaughter naughty haughty
nought bought fought sought thought
caught brought naughty fought daughter
protest provide proclaim produce profane
pronoun promote produce protest proclaim
other mother smother grandmother stepmother
mothering brotherly grandmother stepmother
program another pronoun brother other
brought provide naughty smother prolong
thoughtless projecting slaughtered aught
another promote ought mother taught
protect haughty fought profound sought
daughter grandmother prohibit other

Drill 52
re- de-
be- pre-
return remark remind report recall
redeem reduce refine reform refund
regain regard regreat relate relent
remain remote repast repeat recoil
betide bewail befell behold behave
begun bequeath behold begin begin
defeat deface depart depend devout
devote device detest deform detail
demand denote defend defraud define
pretend precise prefer precept predict
pretext prevail prevent prescribe prepaid
reform return devour detest befell
prefer pretext remark remind depend
prevent deform predict befall behind
belong bewail pretend return retire
returned repast beseech detest repeat

Drill 53
-sion -ation
-tion - ution
pension passion admission confession discussion
permission profession expansion commission
addition condition intention fiction fraction
petition production contention tradition action
nation station relation sensation plantation
formation information starvation generation
solution persecution distribution institution
constitution contribution evolution execution
solution distraction domination expansion
reduction station permission persecution
transportation discussion nation distribution
intention relation experession substitution
affection procession formation dimension fiction

Drill 54 – Review
aught re- -sion
ought be- -tion
pro- de- -ation
other pre- -ution
naught naughty taught daughter haughty
nought thought sought thoughtless ought
produce pronoun protect proportion proclaim
other stepmother another brother smother
return regret relate refine remain recall
bequeath begin befell bewail beholding
detest defraud demand devour depart
predict prepaid prefer prescribe revail
admission expression confession permission
action protection tradition intention fiction
station plantation information starvation
solution execution institution distribution
protector fought daughter profane brotherly
projecting repast beside device pretend
expansion petition determination constitution
naught nought application prefer multiplication
contribution begin others attention passion
slaughter reception began prediction motherly
pension execution description thought sought

Drill 55
General Review of Part III
draw drawn maul haunch strew blew look shook
bind grind oil coin toy enjoy dusty tardy
tightly darkly jingle crackle whipped loaned
gem germ mince center acid cigar fancy mercy
naughty taught thought bought provide produce
another brother refine recoil bewail being
device detail prefer predict profession passion
mention fiction starvation station execution solution
awning look furry page naught regret expansion
slew rind kindly protect betide production new
toy purple fleecy mother demand plantation Maud
join redeemed city fought ounce prepaid began
crawl German motherly joy circus pretext broil
constitution pickle haughty steamed happy behind
discussion cent took ought saucy haul tradition
information contribution cage dunce grew pretend
others finding cooled brawn Paul nook enjoying
point chilly tangle loomed forge tendency caught
pronoun ought remark behave defraud operation
admission action loin shook distribution dawning
troy battle edge jewel funny refund formation
proclaim sought addition circle daughter fancy ice
depend pension mannerly persecution grandmother coy

Test Covering Part III*
return saw loaned city detain intention
partly kind brook rumble brought laud
pretend boiler cage deform draw new
ice taught pension boy station proclaim
badly before other since solution caught
germ fancy constitution enjoy oiled blind
passion candy cite protect blew took
information fault began apple reform predict
mercy fought mother addition
* Each sound is represented twice.

Part IV – Supplmentary Exercises
Exceptions to Configurations Previously Taught
Exercise 1
ea
head dead dread tread bread
stead spread ahead behead instead
steady ready readily deadly realm
bear deaf sweat sweater headlight
weather leather feather heather leathern
heavy heaven leaven heavily readiness
meant read breast forbear spreading
Exercise 2
ow
low show tow slow flow glow
blown shown grown growing glowing crowing
bowl blowing lowly widow willow pillow
fellow follow hollow shadow minnow elbow
lowland rainbow snowball following grower
snowflake rowboat shadowed lowly slowly

Exercise 3
th
bath path hath Smith cloth tooth
thin thing think thick third three
thank throat throne girth mirth birth
filth forth fifth north south mouth
Exercise 4
ive
give forgive active captive massive
passive pensive festive plaintive expensive
extensive outlive respective attentive
Configurations not Previously Taught
Exercise 5
kn gn
knew knob knit knelt knell knead
knock knee knave knife knight knot
ghash gnat gnaw gnat gnash

Exercise 6
wr
wrench write wrote written wrought wren
wring wriggle wrinkle wrung wreck wrangle
Exercise 7
ph
phosphate Ralph phone Philip asphalt nephew
elephant emphatic telephone telegraph phantom
Exercise 8
ould
could should would couldn’t shouldn’t wouldn’t
Exercise 9
talk chalk walk balks talk balked
Exercise 10
alm
balk calm palm alms calm balk

Configurations not Previously Taught (continued)
Exercise 11
ex con dis
exist expect expel explore exclaim excuse
expense export exert exhale extend expert
conceal concern confess confide conform concern
conduct consult contain contend confirm consent
discord discount discredit discuss disgust disgrace
discover discreet discard disclaim discontent disturb
Exercise 12
ous -ful
joyous clamorous ponderous marvelous previous
gorgeous victorious industrious nervous geneous
playful awful handful bashful mindful previous
gorgeous victorious industrious nervous geneous
playful awful handful bashful mindful
powerful thoughtful wistful shameful
armful cheerful bashfulness cheerfulness

Exercise 13
wor
world worst worship worry worse worthy
work word worm worker worldly workman
Exercise 14
war
ward war wardrobe warble warlike warn
warp ward warbler warm warmer warning
Exercise 15
air are
chair airy dairy pair stair
repair despair hair horsehair hairy
mare spare snare share stare tare
dare care fare declare stare scare
welfare flare nightmare silverware
Exercise 16
eigh
weigh weight eight eighty neigh
sleigh eighteen freight neighbor

Exercise 17
ie
chief brief grief shield fierce pierce
brownie priest pier fiend niece
______
Exercise 18
Monosyllables ending in y or ie
by my sly ply fly sky spy
fry pry dry cry try shy why
pie die lie tie hie fie pie
_____
Exercise 19
oll
roll toll troll stroll scroll poll
roller enroll enrollment swollen
Exercise 20
oe
toe woe foe doe hoe Joe
toes goes tiptoe

Exercise 21
o ending e ending
go no so lo ho Jo fro
motto banjo piano Eskimo Mexico
he she me the we be
_____
Word Building Exercises and Compound Words
Exercise 22
Word Building
it pit spit split splinter splintered
an and band brand bandish brandishing
an and sand stand strand stranding
or for form inform informing informingly
sea seam steam stream streamer streamers
at ant pant plant transplant transplanting
it itch witch twitch twitching
or port sport transport transportation
in ink wink tiwnkle twinkled

Exercise 23
ever
ever never sever however whenever
ever everything evergreen everlasting
Exercise 24
under
under sunder asunder plunder undershirt
understand underbrush underground underneath
Exercise 25
sea
sea seacoast seaman seaport
seasick seaside seamen seashore
Exercise 26
post
post postcard postman
postmaster postpone posting
Exercise 27
school
school schoolboy schoolhouse schoolmaster

Word Building Exercises and Compound Words (continued)
Exercise 28
house
household housetop housekeeper housewife hothouse
Exercise 29
over
overjoy overcoat overtake overalls overwhelm
overlook overturn overthrew overpower moreover
Exercise 30
some come
some somehow something sometime someone
something irksome loathsome lonesome
come comer coming income become
welcome overcome becoming newcomer
Exercise 31
where there
whereas whereat wherefore wherein
whereon whereupon wherever wherewith
therefore thereafter therein thereupon
therewith thereon thereby thereto

Word Building Exercises and Compound Words (continued)
Exercise 32
Final e dropped before vowels
pale paler palest wide wider widest
cute cuter cutest sane saner sanest
ripe riper ripest lame lamer lamest
fine finer finest tame tamer tamest
make maker making wave waver waving
mine miner mining line liner lining
race racaer racing bake baker baking
ice icy survive survivor fleece fleecy
wading dined palest hiding spicy shining
liking chased waving stony expired imitating
Exercise 33
Finel e kept before consonants
shame shameless like likely likeness
side sideboard sidelong base baseball basement
wake wakeful pale paleface fine fineness
lone lonely shape shapeless
hopeless timely lifeless homeless
pureness blameless casement rudeness nameless
battle battleship battlement humble humbleness

World Building Exercises and Compound Words (continued)
Exercise 34
y changing to ies or ied
cry cries cried dry dries dried
fry fries fried ply plies plied
shy shies shied try tries tried
pry pries pried spy spies spied
Exercise 35
Plurals
cat cats cart carts book books
stop stops hat hats staff staffs
brick bricks seat seats lap laps
hope hopes make makes fight fights
can cans club clubs bid bids
bed beds fall falls barn barns
fur furs cow cows paw paws
hive hives store stores rain rains

Exercise for Letter Confusions
Exercise 36*
b d p b-d-p
ball dash pay pad big
bell dime pail bell bit
best dad pill best fed
big did pile deep stoop
bill dig pipe did seed
bit dam pool dam fob
back dark peel pool code
bank drink peach peach tub
bob day pan cap pail
boot dear park dash had
bite seed cap dime bad
cab feed clap back pond
rob rode stoop boot bend
sob food chap rode bade
rub fled harp clap hope
scrub fed cape deep paint
Exercise 37*
m n m – n
mad roam rain nib can fan
made bloom pain note need soon
milk dam nest seen man swim
maim swim nice neck team mice
might swam soon noble nest mine
meat mice non fine moon main
mile mill nun nine might roam
same aim can stone seen bloom
team lame need sane neck
time fan time
*To be read by columns

Hegge-Kirk-Kirk Remedial Reading Method
Notes from:
Teaching Reading to Slow-Learning Children (1940)
by Kirk, A. Samuel and Marion Monroe.
The Fernald, Monroe, and Gates methods have been used primarily with mentally normal
children. Hegge, Kirk, and Kirk1
have devised a method which was used primarily with
mentally retarded and dull-normal children. The Remedial Reading Method described by Kirk2
is
in the initial stages primarily a phonic method, which differs from the conventional phonic
systems in its completeness, and in its emphasis on certain principles of learning and retention.
He states that the present-day experiments and discussion on phonics are not usually applicable
to the individual treatment of reading defects, but rather have been used for the classroom
teaching of the normal child, that is, either normal in intelligence or in reading for his mental
capacity. The method has proved successful with children who had failed to profit from various
conventional school methods over a period of years.
The Remedial Reading Drills are described as follows: Gross organization of drills. The drills
are divided into four parts.
Part I includes the most frequent sounds, namely the sounds of the consonants, the short vowels,
and the sounds of ee, sh, oo, ch, tch, ar, ay, ai, or, old, ea, oa, ck, cw, mi, ing, all, ight, th, wh,
qu, er, ir, ur, and final e.
Part II consists of certain combinations of sounds previously learned in isolation: an, in, un, en,
on, ink, ank, unk, ang, ong, ung, and, ound, est, ill, ell, and consonant combinations.
Part III consists of more advanced and less frequent sounds presented in word wholes: Jaw,
Paul, new, took, find, boy, boil, muddy, badly, little, seemed, asked, age, ice, city, fancy, taught,
ought, protest, other, return, before, defend, prevent, pension, addition, plantation, solution.
Part IV includes some supplementary exercises consisting of exceptions to sounds presented in
the drills, configurations not previously taught, word building exercises, and exercises on sounds
whose letters are frequently confused, such as b, d, p, m, n.
Organization within the drills. Instead of being arranged in columns, the words are printed in
lines reading from left to right for the purpose of developing dextral eye movements at the outset
of training. This is necessary because of the great number of cases who have a tendency to read
from right to left.
In Parts I and II the sound units are separated so as to facilitate perception and discrimination.
This procedure also indicates to the child that the letter or letter group is the unit and not the
complex word or sentence which has previously frightened him. Drill 1 is fairly representative of
the organization of the drills. It included words having the short vowel a (as in cat) and most of
the consonants. It is divided into four parts which are arranged in a systematic order according
to the following principles. The first part of Drill 1 is very simple in that within each line only
the initial consonants differ from that of the following word, thus:
s a t m a t r a t etc.
c a p s a p m a p etc.

Thus the child is confronted, not with two totally different words but with similar words differing
only in the initial consonant. The reason for this beginning is evident when one considers that the
child must start with the units which are most easily acquired, rather than with the units which
are most frequent in the language.
The second section of Drill 1 is a similar presentation of a different problem, using much the
same words:
s a t s a p S a m etc.
m a p m a n m a d etc.
In this section the words have been arranged in such a way that only the final consonant in each
word changes. This is necessary because after reading the first section some children may learn
to disregard the last sound. This arrangement introduces a different approach for both the visual
and oral response.
In the third section the problem of sounding and blending is slightly more complex, in that both
consonants are different in consecutive words, although for the most part the same words are
used as in the first two sections:
s a t m a n f a t t a n etc.
In the fourth section the same words are repeated again, but the letters are spaced more closely,
and the child is now approaching normal word reading, although still by the phonic method. The
fourth section is as follows:
sat cap rag can etc.
Whenever possible every drill in Part I follows this general method of construction. Drill 2 is
similar to Drill 1 with the exception that the sound of short o (as in hot) is presented instead of
short a (as in cat). Drill 3 is a review of both a, and o and incidentally of the consonants. Drill 4
introduces the sound of short i as in sit (and Drill 5 reviews a, o, and i).
By the time Drill 7 is reached the child has already had much repetition of the consonants and of
the four short vowels, a, o, i, and u.
Drill 8 introduces the sound of ee as in k-ee-p. Because one of the principles of the system is the
progression of easy acquisition to that of more difficult, the sound of ee is introduced. The sound
of ee is presented as a configuration, separated from the consonants so that a child will learn to
respond to ee as a whole, and not by any rules which he must learn. The words are presented
thus: d-ee-d, f-ee-d, etc. The symbol ee is presented as a sound in itself in the same way as short
a was presented as a sound in Drill 1. Furthermore, the same system of hanging only the initial
consonant, then only the final consonant, etc., is continued. Other common configurations such
as ay, oo, etc., are next presented in successive drills.
Review drills are introduced frequently for several reasons. The first is to give the slow learner
further drill on the sounds he has learned without going back, and the second is the presentation
of various sounds in the same drill, which is more complex than the presentation of only one
sound in each drill. The review drills are probably the most essential part of the drills because
they require the differentiation of sounds that have been learned in a different setting. . . .

Part II presents words in a slightly different manner. Instead of reading the word hand as h-a-n-d,
the child is now requested to read the words thus h-an-d, s-an-d, w-en-t, etc. Part II is devoted to
many of the same sounds that occurred in Part I but here they are presented in such a way as to
increase facility in sounding. The reason for this arrangement is to increase the unit of response,
for the final aim is smooth reading, after first teaching the reading of words, then phrases and
finally sentences.
Part III is for more advanced children who have gone through the first two parts and who are
now reading by sounding words very rapidly. They are required to read all the new words in
syllables or as wholes.
Part IV presents supplementary exercises and certain sounds which could not be systematically
presented in the drills. These exercises may be used with children who are having particular
difficulty with certain responses, such as the confusion of b, d, p, or m, n.
____________________________________
1
THORLEIF HEGGE, SAMUEL A. KIRK, and WINIFRED KIRK, Remedial Reading Drills,
pp. 1-58.
2
SAMUEL A. KIRK, Manual of Directions for Use with the Hegge-Kirk
Remedial Reading Drills, pp. 11-14.
The above notes were made on April 20, 2003 by Donald Potter, from Teaching Reading to
Slow-Learning Children. by Kirk, A. Samuel and Marion Monroe. (Houghton Mifflin Co.,
1940), pp. 161 – 164.
Specific Directions for Teaching, Phonics
Since teachers colleges and schools of education have eliminated instruction in phonics it may
be well to give briefly a system of phnoics which may be used in classrooms with mentally
retarded children. …
The method of teaching phonics for classroom use proposed here is an adaptation of an
individual method applied to mentally retarded reading disability cases. According to this
method the following suggestions are given:
l. Before phonics is begun, the teacher should introduce ear training so that the child knows
words are composed of sounds. After this training of auditory memory and discrimination by
means of reading, rhythms, and other games given in Chapter III, the child is ready for phonics.
2. The children should be taught the sounds of the consonants and the sound of one vowel,
preferably the short sound of a. If the children know the word cat by sight they can be shown
that it is made up of the sounds c-a-t. Then they can be presented with other simple words such
as: f-a-t, r-a-t, r-a-n, m-a-n, and the like. At first the children may have difficulty in sounding
out the words and in blending the sounds into a word, but if the teacher starts at a simple level
and gradually increases the difficulty, the children will soon learn to use the sounds of the single
consonants and the sound of the vowel a.
A variety of presentations may be utilized. After the teacher has given the sound of the short
vowel a, five or six consonants may be taught and presented in words with the vowel a. A child
may sound out the words and say them, or one child may sound out a word while the class tries
to identify it. In this way training is given in sound blending, and in identifying the sounds of
some of the consonants and the short vowel a.
This method of presentation differs somewhat from most published phonic systems. In the
past, two general methods, have been used. One method proposes that the initial consonant and
the vowel be combined as one sound, such as ca-t, sa-t. The other system combines the vowel
with the final sound, such as s-at, c-at. (Mentally retarded children are confused by both of these

methods.) The retarded child tends to repeat the consonant with the vowel in other sounds once
he has fixated a certain sound combination. To illustrate, if the child has learned c-at, s-at, m-at,
and is presented with c-ap, he tends to read it as c-at-p. Or if the child is presented with ca-t,
ca-p, ca-n, and is later presented with co-b, co-p, and the like, he will tend to read them as
ca-o-b, ca-o-p. With mentally retarded children, therefore, it is best to teach them the individual
sounds, whether or not they are individual letters or groups of letters. The word cat should be
sounded as three distinct sounds, c-a-t, rather than two sounds. The word feed should be
presented as three sounds, namely f-ee-d. This method will avoid confusion and perseveration
on the part of the retarded child.
During the reading period the teacher should not ask a child to sound out a word if he has not
been taught the sounds, For example, if the child has learned the sounds of the consonants and
the sound of the short vowel a, and he is confronted with the word hit, the teacher should say
"hit" when the child hesitates over the word so that he will not be confused. On the other hand if
the child is confronted in reading with the word fat, and he has learned the consonants and the
short vowel a, he should be asked to sound it. In that way the, phonic training given in a
separate period is transferred to a reading situation.
3. After the child has learned the sounds of most of the consonants and the sound of the short
vowel a, he should be given, singly, the sounds of the short vowels o, u, i, and e. These should be
presented very gradually and in connection with sounds previously learned. After the child
learns a, the sound of o should be introduced in words that the child knows, and in new words as
was done in the case of a. Then the teacher should present words having a in them and also
words containing the sound of o, such as hat, hot, cap, cop, cot, cat, and the like, so that the child
will learn to differentiate the vowels in words. When u is introduced and learned a review of a,
o, and u should be presented in different words such as hat, hot, hut.
Some of the vowels may cause difficulty. The vowel e, for example, occurs more frequently in
reading than the other vowels, yet it is more difficult for mentally retarded children to learn.
Some exercises in saying ĕ or any other sound which causes difficulty may have to be given by
the teacher. It is probable that the sound of ĕ is difficult to learn because it is similar to the
sounds of ă and ĭ.
4. After the vowels and the consonants have been taught the teacher should introduce sounds
made up of several letters. Thus the sound of ee in feed, seed, meet may be introduced. The child
can learn the sound of ee as a configuration, the same way he learns the sounds of a or o, without
rules. In this way no confusions are introduced. The sound of ay in day and ai in maid should be
introduced also as configurations and not by rules.
Erroneous methods of phonic instruction are frequently employed by classroom teachers. One
case may be cited. A teacher told the class the symbol a was ay as in day, but that it had four or
five different names in the same way as “John” (a boy in the class) had three names, John
George Smith. She continued that the symbol a was ă in cat, ā in day, and the like, until she had
demonstrated the five sounds for the letter a. A system of this sort for mentally retarded children
is probably more confusing than the use of no phonics since it introduces too many
complications.
The system presented in this book avoids confusions. The sound of a, as in cat, is learned only
when it sounds ă. When it differs from the sound of a, in cat, it is presented as a new
configuration as ay, in day, or ai, in maid. Similarly, e is presented only as e, in set. When it
differs from this sound there is a new configuration, as ee in feed, and ea in meat. The
configurations are first separated from the other letters thus: m-ee-t.
5. Since mentally retarded children must be presented with simple materials, the phonic
configurations that are easiest to learn are first introduced. Secondly, come phonic symbols that
appear most frequently. The configuration ee, in feed, is probably easier to learn than the sound
of e, in set, or than the sound of a vowel which is altered because of a final e. The simple sounds
should be introduced first, yet there should be no introduction of sounds that appear infrequently
in the primary vocabulary.

6. The following presentation of sounds is suggested. The sounds may be varied by the teacher
in conformity with the abilities of the children, and in conformity with the book that is being
used. The teacher should preview the books that the children are reading and select the sounds
that they should know for the new words.
a. Teach the consonants b, c (hard), d, f, g (hard), h, j, k, l, m, n, p, r, s, t, v, w, with the vowel a,
as in cat.
b. Teach the sounds of the short vowels i, o, u, and e in words with the consonants.
c. Teach sounds such as oo (food), ee (feed), ar (car), ai (maid), ay (day), or (for), old (cold),
ea (meat), oa (boat), ing (sing), all (ball), er (her), ir (fir), ur (fur), sh (ship), ch (chip), th (that),
wh (when).
d. Combine sounds such as un, en, in, an, on. ink, ank, unk, ang, ong, ung, and, ound, est, all,
ill, ell, ly.
e. Teach syllabication, suffixes, prefixes, and so forth.
f. The non-phonic or infrequent sounds such as the a in father or in was should not be taught as
sounds. Words with non-phonic sounds should be taught as wholes without attempting phonics.
7. The child should be encouraged to use his phonic knowledge in reading. If a child sounds
out an unfamiliar phonic word it will soon become a part of his sight vocabulary. In this way, a
method of independent word-recognition is being developed.
8. Certain cautions should always be remembered in teaching phonics to mentally retarded
children. First, a casual system of teaching phonics is useless. The child should be able to use
phonics when needed. Secondly, emphasis should always be given to comprehension in reading.
Phonics is only a means to an end and not an end in itself. Finally, phonics alone as a method of
word-recognition is not sufficient for effective reading. In addition to phonics, context clues,
syllabication, and other methods should be developed. With the aid of several methods the child
can become a more efficient reader.
“Hegge1
and Kirk2
worked with mentally retarded reading disability cases and have
demonstrated that a systematic phonics method was effective in teaching reading to mentally
retarded children who have failed over a period of years.” S, Kirk, Teaching Reading to Slow-
Learning Children (1940), p. 115. Here are the two footnotes to this excerpt:
1
Thorleif G. Hegge, “Special Reading Disability with Particular Reference to the Mentally
Deficient,” American Association on Mental Deficiencey (May, 1934), pp. 297-343
2
Samuel A. Kirk, “The Effects of Remedial Reading on the Educational Progress and
Personality Adjustment of High Grade Mentally Deficient Problem Children.” Journal
of Juvenile Research (July, 1934), pp. 140-162.
These notes were made on May 5, 2005 by Donald Potter from Teaching Reading to Slow-
Learning Children. by Kirk, A. Samuel and Marion Monroe. (Houghton Mifflin Co., 1940), pp.
117 – 122.

References to Remedial Reading Drills found in Reading Instruction Literature
Remedial Reading Drills (Hegge, Kirk, & Kirk, 1955) which is considered to be a complete
program, was developed initially for use with retarded children. The contents of the program are
contained in one book, although the approach was discussed by Kirk in 1940. This single-letter
phonics program uses a multisensory or kinesthetic approach in learning the letter which
represents the sounds. The sounds are blended into words as they are learned, and the changes in
one syllable words that are blended are made generally in order to minimize confusion. Those
who have used the program with retarded children have reported success. (Kirk, 1940).
From Teaching Reading to Children with Special Needs by Patricia Gillespie-Silver (Merrill,
1979), p. 348.
Comments by Rudolf Flesch Concering RemedialReading Drills
from Why Johnny Can’t Read and what you can do about it (1955)
Fortunately Dr. Harris hit upon a phonics book that was enough in most cases to bring those
unhappy children up to par in their reading. (The Hegge-Kirk drills are what I finally used with
Johnny. I’ll come back to that book later on.) (19)
To begin with, let’s try to isolate Johnny from his word-guessing environment. While he
is in school, that may be difficult or almost impossible. So the best thing will be to go work with
him during summer vacations. Let him stop all reading – all attempts to read. Explain to him that
now he is going to learn how to read, and that for the time being, books are out. All he’ll get for
several months are lessons in phonics.
This incidentally is important. Take him fully into your confidence and explain to him exactly
what you are trying to do. Tell him that you are going to do something new with him –
something entirely different from what his teachers did in school. Tell him that this is certain to
work. Convince him that as soon hs he has taken this medicine he will be cured.
Then start him on phonics exercises. At this age the Hay-Wingo book would probably arouse
his antagonism. So give him either this book or the only other book of that type that I know:
Remedial Reading Drills by Thorleif G. Hegge, Samuel A. Kirk, and Winifred D. Kirk. (George
Wahr Publishing Company, Ann Arbor, Michigan, $1.50). Go with him through the drills, one
by one, always making sure that he has mastered the previous one before you go on to the next.
Only when you are through – or almost through – with the drills and exercises, start again on
reading. At first, let him read aloud to you. Watch like a hawk that he doesn’t guess a single
word. Interrupt him every time he does it and let him work out the word phonetically. He’ll
never learn to read if he doesn’t get over the word-guessing habit. (114, 115).
… All this means that remedial reading courses concentrate on exactly the opposite of what
they should: they strengthen bad habits of guessing instead of curing it.
I hesitate to mention it, but what you should do is something you are not likely to do at all,
human nature being what it is: you should learn to read all over again from scratch. Ideally, you
should take time out from your reading and begin the phonics exercises in this book, or in Hay-
Wingo, or in Hegge-Kirk, and do them faithfully from the beginning to end.
Let me defend this “impossible” suggestion with a simple analogy. Suppose you are a garden-
variety, hunt-and-peck typist – like me, sitting here at my typewriter and making innumerable
horrible, ghastly mistakes. You know as well as I do that the only way to improve hunt-and-peck
typing is to start all over again and learn the touch system by dint of pure, unadulterated, old-
fashioned drill… Think about it. Are you a word guesser or a real reader? (118, 119).

(Latest revision by Donald L. Potter, 5/21/05, 10/30/05, 1/23/06)
This Internet Edition was published on the Education Page of the www.donpotter.net web site on
9/15/05 for Free Download. Now everyone can see exactly what Flesch was talking about when
he mentioned these drills. I have used them myself and found them to be highly effective.
Donald Potter, Odessa, TX.

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