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Reading Ready Brains - Code Mapping® & Monster Mapping®.
An early years program designed specifically to identify children aged 2 - 4.5 who do not (yet) have brains 'wired' for orthographic learning. - and the first speech to print orthographic learning approach developed for autistic 2,3 and 4 year olds, and loved by all! Neurodivergent and neurotypical children are able to learn to read and spell using Miss Emma' Code Mapping and Monster Mapping techniques. 
Learning Whisperers® understand how to wire ALL brains for orthographic learning
This can take place at Kindy/ nursery or in term 1 of reception/ Prep.

ICRWY I Can Read Without You Project
Speech Sound Monster Mapping with Learning Whisperers - Rewiring Dyslexic Brains

I'm honored to have been invited to join a Special Interest group with the police (UK) to tackle violence reduction - and of course, we can go a long way toward reducing crime by ensuring that at least 95% of children - in ANY socioeconomic area - can read before grade 2! This isn't possible, however, with the currently mandated approach for KS1 teachers in the UK.


In the UK over 1 in 4 can't read by the time they have left primary school. You are welcome to join our lectures with PATOSS (the Professional Association of Teachers of Students with Specific Learning Difficulties) to hear how we can change this


By working 'around' the education system (which will take a long time to change) and by rolling out 'early dyslexia screening and Speech Sound Monster play-based intervention' for children aged 3 - 5 (ie before they start KS1 at school) we can help them learn to read and spell far more quickly and easily and avoid the learning issues that arise for too many UK students. Instead, they are able to easily learn the 'foundation of phonic knowledge' that leads to 'self-teaching' (Share 1995) and successful orthographic mapping (Ehri 2014). The children will start school already past the crucial stage in their orthographic learning journey, with phonemic awareness deficits overcome. and it will be more difficult to confuse the students (or - unintentionally - fail them) - despite how being taught. This may help us to change policy - so that all children get the support they need before they are switched off (and start avoiding learning, and being disruptive)


Teachers can focus on reading fluency, vocab knowledge, and comprehension BEFORE grade 2 - with children reading to learn as they are no longer learning phonics explicitly, or laboriously 'single word decoding. We focus on reading, reading and more reading! We help them discover their favourite authors, explore what they are interested in...!


I'm so excited to be in a position to help even more children (and their families) avoid heartache, and ensure that all access the gift that is reading for pleasure.
Being able to read changes lives. It changes communities. (it reduces violence)


Miss Emma X

*Linnea C. Ehri (2014) Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning, Scientific Studies of Reading, 18:1, 5-21, DOI: 10.1080/10888438.2013.819356

Early Dyslexia Screening and Literacy Intervention Project

Worth a read


'...phonics programs have been used to explicitly teach alphabetic coding skills to beginning readers. However, these programs generally suffer from two major shortcomings. First, they tend to be strongly teacher-centered and have curricula that are rigid, fixed, and lock-step, with the same skill-and-drill lesson given to every child in the same sequence. Such an approach to teaching beginning reading conflicts with the basic principles of differentiated instruction because it fails to recognize that the individual literary learning needs of children vary greatly depending on their specific levels of development across the set of reading component skills shown in Figure 1. Second, most phonics programs incorrectly assume that children can only acquire knowledge of letter-sound patterns through direct instruction in which the teaching of letter-sound correspondences is explicit and systematic. The difficulty with this assumption, however, is that there are simply too many letter-sound relationships in English orthography for children to acquire by direct instruction, probably between 300 and 400 (Gough & Hillinger, 1980). Much, if not most, of what children learning to read in English come to know about its written orthography is acquired through implicit learning, especially knowledge of context sensitive letter-sound correspondences that depend on position-specific constraints or the presence of other letters (Bryant, 2002; Tunmer & Nicholson, 2011; Venezky, 1999). In contrast, letter-sound correspondences acquired by direct phonics instruction are fewer in number and are largely context free, involving one-to-one correspondences between single letters or digraphs and single phonemes. As the reading attempts of beginning readers who have acquired basic alphabetic coding skills become more successful, the orthographic representations of more words become established in lexical memory from which additional spelling-sound relationships can be induced without explicit instruction. As children continue to develop in reading, they begin making greater independent use of letter-sound information to identify novel printed words in text. Once this point is reached, the most effective way that children can achieve further progress in learning to read is through print exposure, as reading itself can provide practice opportunities for building fluency and for facilitating implicit learning of additional letter-sound patterns (Tunmer & Nicholson, 2011). Figure 4. The transition from analytic to automatic processing of words in text as represented in the listening comprehension process model presented earlier. Although children must rely increasingly on induction to acquire the letter-sound relationships necessary for learning to read, explicit phonics instruction plays an important role in helping to “kick start” the process by which beginning readers acquire untaught letter-sound relationships through implicit learning. Phonics instruction is therefore best thought of as a means to an end and not an end itself (Venezky, 1999).


William E. Tunmer & Wesley A. Hoover (2019) The cognitive foundations of learning to read: a framework for preventing and remediating reading difficulties, Australian Journal of Learning Difficulties, 24:1, 75-93, DOI: 10.1080/19404158.2019.1614081