Buy Miss Emma's Book!
Word Mapping Mastery
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Screening Three-Year-Olds for Dyslexia
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Ensuring that Children at Risk of Being Failed at School Learn to Read in the Way Their Brains Learn—Before Starting School
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Understanding How Brains Learn to Read and Spell (and why popular methods make it so hard for so many)
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Creating AttentiA within the Neurodiverse Classroom
An intrinsic desire to engage with spoken and written words -
Teaching a Whole Class of 4–6 Year Olds to Read in Less Than 18 Months with the Speech Sound Pics (SSP) Approach
Even if most started school with no English or are non-speaking -
Incorporating Activities Throughout the Day with Words That Matter to Children
Short, engaging exercises that boost reading and spelling skills -
Screening Teachers of Phonics for Word Mapping Proficiency (it's hard when you can already read!)
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And More!
Children who can map words into speech sounds and “pictures of speech sounds” develop faster and more efficient word recognition during reading, which frees up cognitive resources for the ultimate purpose of reading: comprehension.
As children progress from novice to expert readers, their skills transform.
While this journey starts with phonological decoding, Emma Hartnell-Baker’s focus has been on building orthographic expertise. To make this possible, she has worked to simplify the phonological decoding phase, ensuring that all learners can move through it more easily and at an earlier stage.
Thousands of teachers are using 'Speech Sound Monsters' and the Speech Sound Puppets' with children around the world. 'Miss Emma' is currently back in the UK completing doctoral research relating to the word mapping skills of teachers and a gap in the training they receive.
"Phonic knowledge should continue to underpin spelling after key stage 1; teachers should still draw pupils’ attention to GPCs that do and do not fit in with what has been taught so far." National Curriculum - English Appendix 1: Spelling
