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...... With this in mind, we denoted that Moats endorses this idea, contending with specific regard to literacy education that one of the most fundamental flaws found in almost all phonics programs, including traditional ones, is that they teach the code backwards. That is, they go from letter to sound instead of from sound to letter. Such programs disregard the fact that speech evolved at least 30,000 years before writing. Alphabetic writing was invented to represent speech; speech was not learned from reading. (Moats, 240) Thus, the employment of theoretical training in the context of speech and apart from the processional difficulties of systematic teaching should be considered crucial to inducement of greater cognitive understanding of the reading process. Where this applies to geography, we must approach the matter in a nearly identical framework, incorporating literacy training into verbal training concerning the often challenging names of geographical locations and distributions
For instance, one activity might use a map of the world without labels identifying proper names of locations. This blank map could be used first to introduce the building blocks of geography. Namely, the map would be employed to induce a recognition of such key terms as continents, oceans and

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