Special Note: Some dictionaries no longer use the ŏ pronunciation symbol for shortvowel o and instead use ä or ô. The difference in pronunciation for these is barely perceptible. The lesson page for this lesson provides all three symbols.
The capitalized proper noun Sox found at Roman numeral III denotes the name  of baseball teams (Red Sox, White Sox). The consonant x is pronounced with a melding of two sounds, |k| and |s|, |ks|, as in ox. [Lesson 14 will cover cks, pronounced |ks|.]

Redirect Your Student’s Eyes If Necessary

Remind your student to read all words from LEFT to RIGHT, sound to sound, all the way through to the end of the word. When some students guess at words, they may telegraph this by looking at your face, hoping for assistance or a clue, or by looking at the ceiling, trying to recall from memory. Guessers typically tune in on only a few letters to identify a word. They do not trust their eyes to give them all the information needed to actually read words. Always direct your student’s attention to the page. Use the sharpened pencil to steer your student’s eyes to the first letter of every word. Don’t lift or move the pencil from a word until your pupil has read the word correctly.

The Word List Format Removes the Option of Guessing

These lessons consist of word listings. There are no pictures or illustrations (except for sound charts for reference), because they would provide visual clues that might aid in guessing. Reading and Spelling Pure & Simple teaches spelling and pronunciation patterns in an orderly fashion, with no guessing allowed. The use of a pointer, the emphasis on learning patterns, and the requirement that your student spell words and discuss word meanings are critical in equipping your student to become a reader.

Correcting Spelling Errors

If you say |sit| but your student writes set, ask him the following types of questions:

Instructor: “Will you read out loud to me the word that you wrote?”

Student: “Yes . . . |sĕt|.”

Instructor: “Is that the word that I said? Listen closely: |sĭ|–|t|, |sĭt|.

Please sit in the chair.”

If you ask your student to spell |ram|, but he writes ran, tell him to look at your mouth while you say the word ram:

Instructor: “Look at my mouth: ‘ram.’ A ram has horns. Is ram what you wrote?”

Student: “I wrote ‘ran.’”

Instructor: “Ok, now write ‘ram.’”

Most students will be able to figure out their mistakes and make corrections. If your pupil is unsure about the sound or spelling of a letter, take time to review words that have that particular letter or sound. Allow your student to think and make his own corrections. Be very patient. This is a many-faceted learning process and more complicated than it appears. Relax, smile, and take your time.