Self-Paced phonics in the classroom setting: The Speech Sound Pics (SSP) Approach, with the Ten Day Speech Sound Play Plan, part of the Word Mapping Mastery system®. Letters that function as graphemes in words are known as sound pictures, that is, Speech Sound Pics. We show the Code through Speech Sound Mappping with Phonemies - Speech Sound Monsters - making the sound value visible.
How can we better support children to store words in the orthographic lexicon (brain word bank)?
A fully specified lexical entry, enabling fluent reading and spelling, requires: Sounds (phonological), Spelling (orthographic), and Meaning (semantic) to be bonded together.
The Speech Sound Mapping Theory
With the tech you can shift the focus: less teaching, more learning.
Children aren't constrained to the Core Code.
The Delphi Dyslexia Definition highlights that dyslexia primarily involves difficulties in phonological processing, which affect the acquisition of reading and spelling skills. These phonological challenges can lead to weaknesses in creating accurate orthographic representations, further impacting reading fluency and spelling accuracy.
By implementing early interventions that strengthen phonological awareness, orthographic knowledge, and semantic understanding, educators can adopt a preventative approach. This 'Spelling Routine' - using the new tech - aims to establish robust lexical entries, thereby supporting the development of fluent reading and spelling skills in all learners. It is used throughout the primary years, and introduced within Phase 1 with Phonemies.
A child blending long words with the support of Phonemies is still using phonological working memory, but with visual scaffolding that reduces cognitive demand. It’s an excellent way to develop this skill, which is essential for reading and spelling—especially when Phonemies are also used with Sound Pics (graphemes).
The Spelling Routine is the perfect intervention activity for dyslexic learners and also ideal when taking a preventative approach
Children are introduced to the Spelling Routine in Phase 1. Parents and teachers come to our workshops to develop confidence before starting it with children, but it's easy to pick up!
The routine is especially useful for children at risk of dyslexia. It scaffolds the learning - phonemic awareness is easier to develop
When out with children use environmental text to explore the correspondences NOT taught explicitly within synthetic phonics. This will help children transition to the 'self-teaching' phase more easily.
Let's explore words in the world around us.