Abstract
this paper looks into some of the most well-known graphic rules of English and students to determine the extent to which they can be linked on in the light of terminology and experience. It aims at incur teaching and learning to adopt an explanation and constructive strategy to incorporate letter-to-sound rules in the learning process. This article examines some of the best known graphic rules in order to determine how reliable it is when looking at the lexical frequency and proficiency of the learner. The aim is to encourage teachers and learners to adopt a clear and constructive strategy for integrating graphic rules into learning.