But the connection between the letter and the sounds is almost unique in the English language in this word. So why not learn the connection between the combination o n e and the sounds 'won'? Children trying to sound out 'one' will always revert to on-ne if they do not recognise the whole word. I find this is also true of children taught phonics. They have a tendency to pick out a couple of simple LSCs from a word, and readily forget digraphs they have been taught, unless theer is someone at hand to remind them. There will always be a gap between spelling correctly in a context that is focused on speling strategies and spelling correctly in a context that has multiple focuses (writing a story/account/poem). Yes, there are many rimes, but the beauty is that if you have been introduced to the idea/ strategy of using rime you can generalise from words you know because you originally learnt them through applying phonics, which you may have since forgotten. It's a short cut to using phonics to break down every single word you come across. I'm not saying it works for everyone, or that it should replace SP, but it can be a useful addition to a child's armoury of skills. Earlier in this thread, someone who was advocating an undiluted SP approach let slip that she thought 'who' started with the same sound as 'which', 'where' and 'why'. I think that is very telling. I'm sure she pronounces and reads 'who' correctly. But she is so used to reading it that she has forgotten all about sounding it out. If she sounded it out using the 'wh' sound from 'why' she would get it wrong. Of course we tell children in phonics lessons that the 'wh' digraph can symbolise 2 different sounds, but I'm convinced most children learn 'who' by sight, having sounded it out with support several times. Then they extrapolate to 'whom and 'whose'.