I Can Read Without You (ICRWY) Project
The Speech SounPics (SSP)
Code Mapping Intervention

'We are catering for the needs of the 20% of each class most 'at risk' of struggling, from day 1'.
Miss Emma

Speech Sound Pics (SSP) Code Mapping Intervention Activities.
Help, support and ideas for learners who are struggling to develop phonemic awareness, and therefore the decoding and encoding (phonics) skills, needed to read and spell. 


Miss Emma has a Masters Degree in Special Educational Needs and her passion for 'inclusion' and 'belonging' shines through. Every child is taught as if they have learning challenges, from the very beginning. We know what is most likely to lead to reading and spelling difficulties as clearly outlined within over two decades of Science of Reading research, and use this to avoid difficulties in the first place. 
What is the goal? That every child can say 'I can read without you' as quickly and easily as possible. 

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Please do book training, or train online. We will outline why Phase 1 (the Orange Level) is actually an early intervention plan! 

From day 1 SSP Code Mapping teachers are assessing learners for phonemic awareness deficits, and all activities are designed to overcome issues, therefore enabling children to be able to map 'sound pictures' to the phonemes they were struggling to isolate in spoken words, to segment (order) blend and manipulate.

According to established research, this could be as many as a third of any new reception class, if they did not receive explicit phonemic awareness training in pre-school - regardless of how many books were read to them, how articulate the child, and how well supported at home.     

Miss Emma has always put the development of phonemic awareness at the forefront of everything she does, not just because she works with so many children who have learning challenges, but because this is one factor that affects all children who are learning to read and spell.

 

'For over 50 years discussions have continued regarding the relation between a child’s awareness of the sounds of spoken words and his or her ability to read. In the 1940s some psychologists noted that children with reading disabilities were unable to differentiate the spoken word into its sounds and put together the sounds of a word. Psychological research intensified during the 1960s and 1970s. Within the reading educational community there was research (for example, the “First Grade Studies” in 1967) hinting at the important relation between sound awareness and learning to read. Recent longitudinal studies of reading acquisition have demonstrated that the acquisition of phonemic awareness is highly predictive of success in learning to read— in particular in predicting success in learning to decode. In fact, phonemic awareness abilities in kindergarten (or in that age range) appear to be the best single predictor of successful reading acquisition. There is converging research evidence to document this relation, and few scholars would dispute this finding. However, there is considerable disagreement about what the relation means in terms of understanding reading acquisition and what the relation implies for reading instruction.'
Download this really old (1998) and still relevant: PHONEMIC AWARENESS and the Teaching of Reading
A Position Statement from the Board of Directors of the International Reading Association


What is phonemic awareness? 

(To avoid confusion when talking or writing about phoneme awareness, educators are advised to use that term, rather than the umbrella term, phonological awareness, and also to be specific when discussing phoneme awareness versus phonological sensitivity)

 

The explanation for the importance of phoneme awareness and letter skills is as follows: The learner of a writing system (i.e., an orthography) has to understand that sounds units in the spoken language are represented by written symbols. For example, for writing systems that are syllabaries (see https://omniglot.com/writing/syllabaries.htm), the learner has to be aware that spoken words are comprised of syllables. For systems that are alphabetic, the beginner has to first become aware of individual phonemes in spoken words in order to subsequently learn that those phonemes are represented by letters. Fostering phoneme awareness before introducing letters is advised because it allows focus on the spoken form of phonemes, avoiding confusion with visual letters or letter names. Once the beginner has solid awareness of some phonemes, the representation of them by letters can be introduced with continuation of the staggering of phoneme awareness and letter knowledge as students discover more speech sounds. This sequencing provides students with a necessary understanding of how the alphabetic writing system works, referred to as ‘the alphabetic principle’. Increased phoneme awareness by a child also has been suggested to influence how words are represented in the child’s internal lexicon. In terms of how words are processed and represented in the brain, it is thought that young children initially have somewhat global representations of how words are pronounced (i.e., phonological representations). As their vocabularies grow, global representations become less efficient and more economical phonemic representations 1 Mediation models allow investigators not only to test if an intervention is effective, but to evaluate the particular factors responsible for the outcomes obtained. 3 begin to be established for pronunciation information (e.g., Fowler, 1991; Metsala & Walley, 1998). The brains of children (and adults) also have semantic representations about the meanings of words. In literate societies, there is a third level of representation possible: with the development of phoneme awareness and letter knowledge (and additional phonics skills), the formation of orthographic mappings of how these correspond specifies the spellings of words, often described as orthographic representations. Importantly, orthographic representations enable rapid word recognition during reading as reading skills increase (e.g., Ehri, 2005). In sum, phoneme awareness supports understanding what letters represent and is a factor in the specificity of phonological and orthographic representations in the brain. Because learning grapheme knowledge in turn strengthens phoneme awareness and is pivotal to the establishment of orthographic representations and reading, phoneme awareness programs should integrate this area of skill, following a coordinated sequence of introduction.

This informative paper then goes on to explain why so many children struggle to acquire this skill

Download A 2020 Perspective on Research Findings on Alphabetics (Phoneme Awareness and Phonics): Implications for Instruction
(Expanded Version) Susan Brady Emeritus Professor, University of Rhode Island

 

 

 

 

Miss Emma helps parents and teachers focus on HOW to ensure that children can acquire this skill.
There are VERY FEW that will be unable to do so.
Of course, this is not the only reason why children may be finding it difficult to learn to read and spell (reading involves many skills, including vocabulary knowledge, fluency and comprehension) and at training, we will discuss this, or you can book a private consultation with Miss Emma to discuss specific children.
'To change the way they learn, you will need to change the way you teach'

 

Learn more at training!

Also join the Orthographic Mapping private support group, and ask questions!

A parent messaged me as her child was struggling to blend speech sounds. I like to send video messages as I find they can often be easier for parents and teachers to understand. 


'Thought I should report back. After not getting it for months, we followed your advice. It took her 4 days to be able to blend, and another 4 to be able to segment (although this is still a work in progress). Roughly 10 minutes twice a day. I'm blown away and she's so happy. She read some words by herself with no monsters yesterday and doesn't feel like "the stupid twin" anymore. Thank you!

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