The IPA and the issue of accents while teaching phonics.
SSP teachers use the IPA to Code Map®, so children can use a universally recognised mapping system, even if students then ‘translating’ to their accents after following the monster sounds and blending! Eg the mapping for 'class' will show klɑːs (and the linked phoneme monsters) but I then ‘translate’ klæs ! And I say ænt but a lot of Aussie kids would ‘translate’ the word 'ant' to ˈeənt!
We’re creating a way to teach Code Mapping® anywhere in the world, as the kids understand everyone speaks with different accents, and yet the words (more or less) are spelt in the same way globally. We aren’t asking everyone to speak with a British accent; we are addressing the issues teachers face when teaching children to ‘talk on paper (encode/spell words) and when teaching them to say the words already on paper (decoding/reading) Even within one classroom the phonemes used (and where stressed etc) can vary enormously! When creating the code, to represent speech on paper, the ‘code creators’ faced an incredibly difficult challenge. So let’s explore that with students too! (Etymology, morphology as well as orthography)
You will have seen how quickly students learn to read and spell high frequency words, using Code Mapped and Monster Mapped text.
We also focus on the meaning of words, and use them in real reading and writing activities!
The Speech Sound Monsters are simply an alternative to the phonetic symbols !
Read more about Code Mapping® and Monster Mapping® to speed up the rate at which students learn to read and spell here