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aĀ·lĀ·bĀ·uĀ·m
2
5
bĀ·oĀ·gĀ·uĀ·s
2
5
bĀ·oĀ·nĀ·uĀ·s
2
5
cĀ·aĀ·cĀ·tĀ·uĀ·s
2
6
cĀ·aĀ·mĀ·pĀ·uĀ·s
2
6
chĀ·eĀ·rĀ·uĀ·b
2
5
cĀ·irĀ·cĀ·uĀ·s
2
5
cĀ·iĀ·tĀ·rĀ·uĀ·s
2
6
dĀ·aĀ·nĀ·dĀ·rĀ·uĀ·ff
2
7
dĀ·iĀ·ffĀ·iĀ·cĀ·uĀ·lĀ·t
3
8
fĀ·oĀ·cĀ·uĀ·s
2
5
fĀ·uĀ·nĀ·gĀ·uĀ·s
2
6
mĀ·iĀ·nĀ·uĀ·s
2
5
mĀ·uĀ·cĀ·uĀ·s
2
5
oĀ·nĀ·uĀ·s
2
4
rhĀ·oĀ·mĀ·bĀ·uĀ·s
2
6
sĀ·tĀ·aĀ·tĀ·uĀ·s
2
6
sĀ·uĀ·ccĀ·eĀ·ss
2
5
sĀ·uĀ·ggĀ·eĀ·sĀ·t
2
6
sĀ·uĀ·ppĀ·lĀ·y
2
5
sĀ·uĀ·ppĀ·orĀ·t
2
5
uĀ·pĀ·oĀ·n
2
4
vĀ·eĀ·nĀ·uĀ·s
2
5
vĀ·iĀ·rĀ·uĀ·s
2
5
vĀ·oĀ·lĀ·uĀ·nĀ·tĀ·eer
3
7
wĀ·aĀ·lĀ·rĀ·uĀ·s
2
6

Schwa Sound Words

Schwa is an unaccented vowel sound which is found in an unstressed syllable and close to a strong consonant. Schwa appears in almost all multi-syllabic words, and it is the most common sound in the English language.

For a kid-friendly definition: schwa sounds are either trying to hide (unstressed) or lazy (not pronounced properly).

For example:

  • In the word ā€˜oven’, the schwa is the short e vowel sound which is hiding in the word. When we say ā€˜oven’, we completely skip over that sound.
  • In ā€˜about’, the schwa is the lazy short a vowel sound. We don’t pronounce the 'a' properly, it sounds more like a grunt or ā€˜uh’ sound.

Schwa at a glance:

  • Words with i making the schwa sound include animal, activity, pelican
  • Words with a making the schwa sound include animal, about, comma
  • Words with e making the schwa sound include frozen, sudden, silent
  • Words with o making the schwa sound include apron, gorilla, lesson
  • Words with u making the schwa sound include album, difficult, upon
  • Words with ou making the schwa sound include famous, jealous, obvious

Spelling Frequencies (short vowel schwa)

  • i - 37%
  • a - 21%
  • e - 18%
  • 0 - 16%
  • u - 5%
  • ou - 3%

Spelling Frequencies (r-controlled schwa)

  • er - 75%
  • or - 16%
  • ar - 9%

Rare Spelling Patterns:

  • ai (portrait)
  • y (oxygen)
  • ie (patient)
  • eo (pigeon)
  • ui (circuit)
  • our (colour)
  • ur (murmur)
  • au (restaurant)
  • oi (tortoise)

The following sources were used to compile these percentages:

  • Fry, E. (2004). Phonics: A Large Phoneme-grapheme Frequency Count Revised. Journal of Literacy Research, 36, 85-98
  • Hanna, P. (1966). Phoneme-Grapheme Correspondences as Cues to Spelling Improvement.
  • Bishop, M. (1985). The ABC’s and All Their Tricks