Abstract
This article presents new sequences in which to teach children to read consonant clusters at the beginnings and endings of words. So far, much disagreement has ensued as to the order in which these clusters should be taught. The varying beliefs about this reflect the previous lack of any generally accepted process for determining such a sequencing. The present article presents such a rationale and defends its validity. It presents its new rank order sequences, basing the rank order in which clusters should be taught on a combination of four facts about the words in which the clusters are found: (1) the spelling difficulty of these words, (2) the reading difficulty of these words, (3) the frequency of use of these words, and (4) the total number of different words in which the clusters are found.