Maybe some of the problems are less to do with whether the page is wikified than whether the phonics system holds water.Phonics is described as "the study of the way in which spellings represent the sounds that make up words." The problem is they don't. Believers in phonics may protest that letters sometimes represent sounds, but you can't tell when they're doing it, so they're not really representing. Few customers would be happy with a bank which sent them information which only sometimes represented the state of their accounts.The article says: "G has a name of "Gee" but it says "Gaa" (with the Aa sound suppressed.)". If "g" says "gaa", what is it saying in "Gee"? Aha, replies the phonicist. That's one of the exceptions. Hang on, says the realist. So "g" doesn't always say "Gaa". Why did you tell me it did?The suggestion that each letter has a name and a sound could be taken to mean that a letter's name can't be the same as its sound(s) (cf. "k" and "a").People learning to read can start reading before they memorise the 20,000 words mentioned. I wonder how many people really do know how to speak 20,000 words let alone write them. Phonics' 100 rules is a formidable number. Also, the statement: "But there are many exceptions to this rule." is very depressing, though true. An exception to a rule is really a new rule. One must therefore add the number of exceptions to the number of rules to get the total number of rules. Also, you have to decide which is a rule and which an exception. Is the use of "c" to say /k/ somehow more regular than it's saying /s/ and, if so, why?Saying: "OUGH has up to 6 different sounds, such as "Cough", "tough", "Thought", "Through", "Trough", "Bough" etc." may be at least partly correct but it doesn't help the child know which one applies. I'm not sure what the difference is between the "ough" in "cough" and the same letters in "trough", but "trough" may be a typo for "though".The statement that each vowel has two sounds is false, even if you add that each vowel can also be schwa. When children figure this out they will have to unlearn phonics to be able to read and spell.In the first large table, part 12 seems not to make a distinction between the pronunciation of, for example, "hue" and "june" (sic). In part 1 we have the unfamiliar "lade". There's a rule called 2 which says: "E is often silent before d; as in bribed, changed, hedged; cradled, handled, struggled." and one called 3 which says: "E is often silent before l; as in drivel, grovel, hazel, shovel, swivel, weasel." This so-called silent "e" can therefore be truly silent or a syllabic schwa.It's said that, inter alia, "t" regularly represents one sound, but it does not. Think of all the instances where it precedes "h" or "ion".We'd all love it if English spelling were phonetic, but it isn't. Part of the problem is that the alphabet was developed for a Romance language.Some writing on phonics is unclear in terms of whether it is about reading or spelling. Maybe part of the problem with phonics is that its adherents believe that words' essences reside in their written form, and that the spoken language is a rendition of a written one.pauldanon