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Kids Reading Outdoor

The Black/ Grey Colour Coded Words is the unique Code Mapping® technique designed by Emma Hartnell-Baker to show learners the graphemes used to represent speech sounds in words. They align with the phonetic symbols used in the IPA.

You could go even further and use the Speech Sound Monsters® - ideally embedded -within graphemes- to make English orthography more 'transparent' to learners, and overcome the issues faced with regard to accents. 
This is ground-breaking - and so far ahead of what is currently out there that many do not (yet) understand how powerful Code Mapping® and Monster Mapping® are, whether neurodiverse or neurotypical students are learning to read! Speech pathologists are already using them around the world to support children with speech and language difficulties.

Why not check out the children learning to read and spell before they even start school, and ask their parents what they think of the Speech Sound Monsters and Monster Mapping®! Code Mapping® AND Monster Mapping® - at all stages of the learning to read and spell journey- are ground-breaking. 
They are being used within the ICRWY Early Dyslexia Intervention Project. I Can Read Without You!        

Grapheme Mapping
Parent and Teacher Training

LinguaLit - Orthographic Learning

All-In-One Literacy Routine
for students in ANY primary school grade who have moved past Phase 2, and have a Foundation of Phonic Knowledge.

Foundation of Phonic Knowledge - SSP Phase 2


Benefits of extending 'Linguistic Phonics' into LinguaLit
- once learners have mastered the Foundation of Phonic Knowledge. 
(Phase 1 and 2)

Although written English is fairly consistent (the odd word spelt differently if you live in the USA rather than England eg 'gray or grey') the way people around the word speak in English can vary considerably. 
Their 'speech to print' (phoneme to grapheme correspondences) can make the already complicated (opaque) written code even more difficult for learners to understand. This is why a universal grapho-phonemic code is essential - and arguably why so many in Asia learn to read and write in English so well (even if articulation of some sounds is difficult)  They use the IPA and 'legitimate' letter sound correspondences as if everyone speaks 'the Queen's English.
However there is far more to learning to read and write than phonics, and so the name LinguaLit demonstrates the focus; all aspects of language and literacy.

We are also supportive of the goals of 'Dual Language Education'.

The three pillars, or goals, of dual language education are the promotion of 

  • bilingualism and biliteracy,  

  • grade-level academic achievement in both languages, and  

  • sociocultural competence.  

Students maintain their first language while adding a second language, and they develop pride in their own language and culture while developing an understanding of the cultures and traditions of others. (1)

We see similarities in our work, even though we are working with ONE language; English.
We are respectful of the fact that so many do not use the speech sounds as shown when transcribing words into the IPA and yet they need to be able to decode it as if they do. They also need to be able to understand the correspondences because 'sound it out' or 'what sounds can you hear when you are trying to spell that word' often do not help! 
THEIR grapho-phonemic correspondences do not align with legitimate mapping choices. We need a universally accepted way to present these correspondences, and deal with pronunciation differences.  

So there is much within our approach that relates to 'linguistics' 'multi-lingual' 'dual' and 'literacy'.
LinguaLit was launched to offer a fast way to help ALL children (regardless of how they speak English) to explore it, and at their existing skill level (fully differentiated)  

Lingual: Related to the tongue/ Related to language or linguistics

 "of or pertaining to the tongue," 1640s, from Medieval Latin lingualis "of the tongue," from Latin lingua "tongue," also "speech, language," from Old Latin dingua, from PIE *dnghu- "tongue" (source also of Old English tunge "tongue;" see tongue (n.)). Altered in Latin probably in part by association with lingere "to lick." Earlier "tongue-shaped" (c. 1400).

A big strength of the Linguistic Phonics / Speech to Print Approach is that it builds on children’s pre-existing knowledge of phonemes, and can enhance articulation. The sounds of language are naturally acquired by most children as they mimic the speech sound and spoken words they hear from those around them. Speech to Print could be  considered a more 'natural' approach to teaching children literacy skills, as it draws upon children’s innate ability to recognise sounds. It is also adaptable, depending on pronunciation and speech patterns. However, Speech to Print does not mean that the 'code' correspondences are mapped for each child; they all check the legitimate code after thinking of the sounds they would use when encoding words.
This is also a strength however as we place great 
emphasis on developing independence and problem-solving skills;  valuable attributes that can be applied across multiple areas of the curriculum. We want children to question think, and argue! 

You will need access to the ICRWY Grapheme Code Mapping tool and a set of Spelling Clouds. Why not build a Speech Sound Wall
(speech sound wall, speech sound pic table top mat, or spelling cloud keyring)
Use the ICRWY Grapheme Code Mapping app to see Code Mapped texts and use the Code Mapping Tool
Interested? Email

- A Focus on Orthographic Learning 
4 Activities! All-In-One Literacy Routine 

LinguaLit All-in-One Literacy Routine - ICRWY
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You could use LinguaLit during BOT sessions!


Back on Track (BOT) Groups
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