Pupils who arrive in secondary school as poor readers are likely to continue to struggle. in 2022, 41% of year 6 pupils in England left primary school without meeting the expected standards in literacy and maths – 275,000 11-year-olds, according to researchers at the Centre for Social Justice (CSJ) thinktank - 50,000 more than in 2019. We cannot blame this on the pandemic - 27% failed to meet the minimum expected standard in reading in the 2018 and 2019 year.
Although a national parental strategy would be a great idea, the reality is that a solution is needed NOW, and a lot of parents can't help. They can't read either.
Illiteracy in the UK is a big problem.
Following the success of the series of lectures for PATOSS* Emma Hartnell-Baker and Dr Grace Elliott have partnered, as highly experienced and well-qualified neurodivergent educators, to share their lived experiences and passion for inclusion and create 'Different' training courses in the UK.
'Village in the Cloud Ltd' will launch the FREE Word Recognition Intervention for KS2 (ideally Year 2) children, to use at home - and fund it for 12 months.
Sign up to take part - MappedWords.com
'It takes a Village to raise a reader - The Village with Three Corners
Email to express an interest or get involved.
* Patoss is the professional association of teachers of students with specific learning difficulties, for all those concerned with the teaching and support of pupils with SpLD, for example: dyslexic, dyspraxic, dyscalculic, ADHD. Membership is open to qualified teachers in SpLD and those studying for either the certificate or the diploma in SpLD
Code Level Readers
At the Yellow Code Level transition readers are introduced - the Village With Three Corners
They are Code Mapped, to show how each word is segmented.
Word Mapped readers, with Miss Emma's video lessons (she reads them in speech sounds) is a quick way to improve phonological decoding and lead the students towards orthographic mapping.
Plug and Play. Parental support welcomed, but MAPPED! - the Word Recognition Intervention - is designed so that they do not need to be literate, or 'teach'. Students just need to want to learn to read - and start following the lessons.
Follow the lessons on a laptop / PC is possible - although
tablets could be used. The screen is too small on a phone.
The series is being Code Mapped. Mapped Words® show the graphemes. The accompanying lesson goes through the sounds
(Miss Emma reads them in speech sounds)
There are over 100 books in the series.
Because of their experiences in KS1 and Miss Emma's 'Braintree Forest' Code Level readers (the starting point) they will soon have the kick-start to phonological decoding needed to master the 'Word Recognition' elements of learning to read and spell, and utilise the bridging processes eg GSF, as seen in the Active View of Reading. The Word Recognition Intervention is designed to more effectively support struggling UK readers, who are still not reading after 2 years of daily systematic synthetic phonics in KS1 (a predominantly print to speech approach to teaching phonics, with limited experiences exploring high frequency words)
Explicit instruction is quickly replaced with implicit learning
because they are receiving different learning experiences.
The intervention is designed to wire their brains for self-teaching, and therefore pave the way for orthographic learning and reading.
Systematic, Synthetic Phonics has been mandatory in the UK for over 10 years.
It is an approach based around an assumption that if children are taught phonics explicitly in KS1 they will (sequentially) learn to decode with fluency and become a skilled reader. This is the assumption made within The Simple View of Reading.
Commercial synthetic phonics programs may conflict with the basic principles of differentiated instruction because the individual literary learning needs of children vary greatly depending on their specific levels of development across the set of reading component skills.
2015 - Brisbane, Australia
Created for teachers (for free)
The black/ grey used (Code Mapping) is Miss Emma's unique design. It aligns with
the Universal Spelling Code (the IPA)
'Sound Pics' are pictures of Speech Sounds
(graphemes) and children use Duck Hands, Lines and Numbers (central to the Speech Sound Pics Approach)
MAPPED! - the Word Recognition Intervention is an extension of the work Miss Emma has been undertaking for years in Australia,
with her 'Duck Hands, Lines and Numbers!' .
The Thomas Project was just one book.
Imagine the impact when the children can go through over 100 Code Mapped readers at their pace, at home - without needing a tutor. For free.
The intervention also ensures that children are exposed to more commonly used words and boosts orthographic knowledge by exploring the WHOLE code.
Children are able to understand the written code, and that they may use different correspondences when speaking English.
They may miss this when being taught
using a synthetic phonics programme.
