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SWI teaches grapheme-phoneme correspondences more explicitly than phonics does

As the title suggests, I created this video in an attempt to articulate how SWI teaches grapheme-phoneme correspondences more explicitly than phonics does. To be clear -- this is NOT a video intended to model how grapheme-phoneme correspondences should be taught from the beginning of instruction. It is simply a video intended to explain the distinction between teaching grapheme-phoneme correspondences in isolation of morphology, compared to teaching them with reference to morphology. ***NOTE: I managed to make a typo in one of my word sums on the page with the matrix for the word 'please' and the grapheme-phoneme charts. The first word sum is clearly incoherent: *dis + please → pleases Clearly the intended word sum is: dis + please → displease Sorry for the confusion! I created this video to be able to stand on its own, but it was also used to try and add clarity to a paper at this link that goes into much more detail about the nature of structured word inquiry and where it sits in the research: https://psyarxiv.com/7qpyd/ Here are some links that you may want to explore to clarify the same ideas: - Click this link (http://www.wordworkskingston.com/Word...) for a page on my website with videos and a document that outlines the process of "spelling-out-orthography" that I model in the video: - Explore my website for much more on SWI: www.wordworkskingston.com - Click this link (https://jeffbowers.blogs.bristol.ac.u...) for the post on my brother, Jeff Bowers' blog where we link to a response to an article by Buckingham 2020 who claimed in a peer reviewed journal that SWI does not teach about grapheme-phoneme correspondences. The Journal rejected publishing our paper detailing our evidence for false and/or misleading statements in Buckingham's paper. They also rejected simply publishing a correction to this demonstrable false assertion Buckingham (2020) made that SWI does not teach about grapheme-phoneme correspondences.