One, Two Three and Away!
Sheila McCullagh

A limited series from The Reading Hut Ltd can now be pre-ordered, ready for October 1st. launch. Order the 1,2,3 and Away Set of Introductory Books A - P and use within the I Can Read Without You (ICRWY) Project 
- Learn to Read in 100 Lessons using the SSP Monster Mapping app.
The books can also be read as E-Readers in the app.  

16 Introductory Books A - P
£145 and £7.95 postage
within the UK
Outside the UK? Email us
for a link with International Shipping. 

A - Roger Red-hat
B - Billy Blue-hat
C - Johnny and Jennifer Yellow-hat
D - The Old Man
E- Jennifer Yellow-hat went out in the sunshine
F - Jennifer Yellow-hat went out in the dark
G - Roger and Rip
H - Roger and the Pond
I - Roger and Mrs Blue-hat
J - Roger and the Little Mouse
K - Sita and Ramu
L - Jennifer Yellow-hat went to town
M - The Donkey Went to Town
N - Percy Green
O - The Little Brown Mouse ent out in the dark
P - Mrs Blue-hat and the Little Brown Mouse


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Start these readers when children are reading at the SSP Yellow Code Level 

Data submitted by hundreds of teachers confirm that when learning in this way (Speech Sound Pics (SSP) for Visual and Linguistic Phonics, Snap and Crack (Cracking Comprehension) Speedy Sight Words, Speedy Six Spelling) they are able to read (decode with comprehension) without relying on the 'three cueing' system. They know enough of the alphabetic code, and the phoneme-grapheme mapping combinations to start the 1,2,3 and Away readers (or F&P type levelled readers) when they are reading Yellow (phonics) Code Level texts. Miss Emma's approach and exposure to a wider range of texts (with the skills to decode and comprehend them) enables more learners to reach the 'self-teaching phase earlier (generally before Grade 2)
No-one else in the world,l as far as we know, has established this correlation, and the over-lap from 'phonics' to 'levelled' readers, and how it positively impacts on the exploration of 'real' (learner choice) reading and increased vocabulary knowledge. Some children need very exposure to 'decodable readers' and yet there is a political argument that only 'decodable texts' be used in their early stages of learning to read - even though many do not realise that the term 'decodable' relates to the learner rather than the book. Any text is 'decodable' if you know that code. Individual differences must be recognised (which means that teachers need to understand the science of thinking and learning in this regard) 

Note that we stop at PM 25 or equivalent when at this stage in Reception as the content is not generally appropriate.     

Read as E-Readers in the SSP Monster Mapping app