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Reading for Pleasure - The DIFFERENT Reading Framework
The Reading Hut - A Focus on the Child

Literacy is the cornerstone of lifelong learning and education. Individuals who lack reading or writing abilities face challenges with basic daily activities, such as reading medicine labels, completing job applications, or interpreting traffic signs. According to DfE data, 1 in 4 children start school without phonemic awareness—the leading cause of reading difficulties—and 1 in 4 leave primary school unable to read. By teaching someone literacy skills, we enable them to seize better life opportunities and help break the cycle of poverty. Our mission, therefore, is to ensure all children start school with strong phonemic awareness.

Screen and Intervene (SAI) from The Reading Hut Ltd is different: our phoneme (speech sound) articulation and phonemic awareness mastery program (Speech Sound Mapping) with Phonemies can be used with 2- to 4-year-olds before they are introduced to letters. This ensures that when they start learning phonics, they have the phonemic awareness needed to crack the reading code without difficulties.


Phonemies: Child-Centric Phonetic Symbols for Clear Phoneme Articulation and Enhanced Phonemic Awareness 


Phonemic Awareness Mastery: Mastering Phonemic Awareness Before Introducing Letter Names and Sounds to Avoid Difficulties Cracking the Reading Code

Light Wood
Speech Sound Monster Mapping - Phonemies!

Screen and Intervene (SAI) from The Reading Hut Ltd is different: our phoneme (speech sound) articulation and phonemic awareness mastery program is introduced to toddlers without using letters. Each 'speech sound mapping' journey is designed to embrace learning differences and build on what each child already knows. Our screening identifies the child's starting point. This is part of the wider DIFFERENT Reading Framework that centres around personalised learning, guided by leading SEN assessors and reading difficulty experts.

Phonemic Awareness Mastery (PAM) is an innovative solution that toddlers LOVE—no need to know letter names or letter sounds! Instead we use Phonemies : child-centric phonetic symbols for clear phoneme articulation and enhanced phonemic awareness.

The next steps for the Innovate UK-funded tech are to create Community ‘Screen and Intervene’ (SAI) Spaces in local areas where we screen 3-year-olds for phoneme (speech sound) articulation and phonemic awareness.

Phonemic awareness is the most common source of reading difficulties in school-aged children. We are on a mission to send ALL children to school with great phonemic awareness!

We screen, then design a unique Phonemic Awareness Mastery (PAM) program around each child. Now that we know their starting point, this becomes possible. This is Avery’s! Share the video via vimeo 

This approach is also ideal for children with EHC funding. It is their Speech Sound Mapping Therapy program, designed to engage their unique minds. This is personalised learning with tech developed to be used anywhere, by parents.
Screening reports from our early years SAI can be used to apply for EHC funding as we are experts in the SEN field.

We can even design bespoke programs for those reception children identified during screening (high risk of dyslexia) to do with a TA when they start KS1. We take early intervention seriously.

What’s the goal? - reading for pleasure! Children with poor phonemic awareness will struggle with that because phonics will be so difficult. Let’s sort that out - support early identification of challenges and invest in SAI: PAM! No letter names or knowledge of ‘letter sounds’ are required. You can help us gather data and publish ground-breaking research that supports the idea of finding entry points and tracking how far each individual has travelled!

Avery is accelerating the PA processing speed by using the Rap! Awesome work, buddy! :-) I think I got the timing right for him to do it solo. I am designing his program, and that means understanding his ‘sweet spot’. My job is to teach him in the way that he learns - even if I never get to actually meet him! Follow his journey (and his 12-month-old brother) here on site and if this ‘personalised learning journey’ approach is of interest, please do reach out!

#InnovateUKFunded #Dyslexia #PhomemicAwareness #LearningDifferences #Phonemies #SpeechSoundMapping #EarlyIntervention

'Miss Emma'
Emma Hartnell-Baker- Neurodivergent 'Reading Whisperer' aka The Duck Hands Lady 

* SEN Specialist (Level 7)

* Previously Managed Two Outstanding Nurseries
* Appointed as an OFSTED Inspector (Early Years)
* Supported School Wide Literacy Improvement in Australia ('Most Improved in State')
* Now a Specialist (SpLD) Teacher Trainer and Doctoral Student (University of Reading)
Visit Emma Hartnell-Baker's work history and qualifications

Welcome to The Reading Hut Ltd

Transforming the way children learn to read for pleasure with Ortho-Graphix: our suite of tech solutions offering young minds a more direct route to mastering the reading code. We are connecting spoken and written English from birth, using language as an extension of who they are as individuals. This means using screening as the starting point. How can we plan their learning journey if we don't understand their starting points? Screen and Intervene (SAI) is at the heart of personalised learning and the development of the DIFFERENT Reading Framework. Screening for phoneme (speech sound) articulation and phonemic awareness is an innovative and highly effective way to prevent learning difficulties.

Welcome to our community dedicated to shifting perceptions around teaching all children, and especially neurodiverse learners, to read for pleasure. Our mission centres on understanding each child's unique needs and interests to create a truly personalised reading journey. We believe that every child deserves a tailored approach that prioritises their needs above all else, fostering a genuine love for reading.

At The Reading Hut Ltd, we emphasise the importance of knowing each child deeply to design an effective reading journey. We understand that children are individuals with distinct preferences, strengths, and challenges. Our approach is rooted in the principles of equality, diversity, and inclusion, ensuring that every child, regardless of their learning differences, can experience the joy of reading. This means shifting perceptions around whole-class programmes and focusing on what interests and motivates each child.

We believe that the child's needs take precedence over all else. By focusing on what interests and motivates them, we can create engaging, relevant, and enjoyable reading experiences while ensuring that they develop the phonemic and orthographic awareness, vocabulary knowledge, fluency, and comprehension skills needed to read. Our innovative methods and technology enable us to assess and respond to each child's phonemic awareness, speech sound articulation, and working memory from an early age. This early intervention is crucial for setting the foundation for successful reading skills. Our tech also enables children to develop orthographic knowledge – from speech-to-print and print-to-speech – in a totally unique way. Indeed, this is HOW we are able to personalise these journeys.

Our commitment to a child-centred approach and evidence-based solutions means we move away from one-size-fits-all programmes. Instead, we develop bespoke reading journeys that adapt to the child's evolving needs and interests. By doing so, we not only support their academic growth but also nurture their emotional and social development. Although our focus is currently on the early years, as we grow we aim to transform the future of reading education in schools globally, ensuring that every child has the opportunity to become a passionate, lifelong reader.

Screen and Intervene from The Reading Hut - the Different Reading Framework

Leading experts in learning difficulties and differences come together to create innovative tech-based screening solutions that facilitate bespoke intervention and acceleration programmes for individuals. Our differences are our strengths.

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