Emma Hartnell-Baker is a world-leading expert in teaching neurodivergent children to read and spell, with a proven track record of developing innovative approaches that cater to the unique learning needs of ADHD students. Her expertise lies in crafting personalised, child-centred learning experiences that simplify the complexities of literacy, making them both accessible and engaging for learners with ADHD. Through pioneering technology and techniques such as Speech Sound Mapping (SSM), 'Miss Emma' has empowered countless children to overcome barriers in reading and spelling, transforming the experience for those who struggle with school-based synthetic phonics instruction.
As seen with our Ducklings (toddlers, 3- and 4-year-olds), word mapping makes sense to ALL children!
When things don’t ‘make sense,’ many children lose interest in exploring words, and this is especially true for children with ADHD. We need activities to be rewarding in order to increase intrinsic motivation.
Speech Sound Mapping (SSM) for ADHD Learners: Keeping Engagement High
Speech Sound Mapping (SSM) offers a structured, engaging way for children with ADHD to learn reading and spelling by breaking down words into clear, manageable parts. SSM uses short, schema-driven activities that increase engagement, maintain curiosity, and help keep learners on task. With the addition of Spaced Repetition, SSM supports sustained learning while making the process fun and rewarding.
How It Works:
Short, Schema-Driven Activities:
SSM is built around brief, focused activities designed to keep learners with ADHD engaged. Each task is carefully structured to follow a predictable pattern, allowing children to build on their understanding without becoming overwhelmed. The use of schema-driven learning helps children organise new information into meaningful categories, ensuring they remain curious and invested in each task.
Visual and Auditory Mapping:
SSM enables children to both see and hear how words are constructed. Words are not just presented as letters on a page; they are mapped visually and paired with corresponding sounds. This multisensory approach helps ADHD learners stay focused, as they can actively engage with the material in a way that feels concrete and dynamic. Seeing and hearing the connection between sounds (phonemes) and letters (graphemes) reinforces the learning process, helping children make sense of words.
Spaced Repetition for Retention:
To support long-term learning and retention, SSM incorporates spaced repetition. This method helps children revisit and reinforce key concepts at strategic intervals, making it easier to commit new information to memory. By regularly returning to words and sounds, ADHD learners can solidify their understanding without feeling rushed or overloaded.
Segmented Graphemes for Clarity:
Many children with ADHD may struggle with attention to detail when it comes to breaking down words. SSM breaks words into their smallest sound units, providing clear visual and auditory cues for each segment. This segmentation helps learners focus on one element at a time, making it easier to blend sounds and decode words without becoming distracted by the bigger picture.
Predictability and Structure:
SSM offers a consistent, structured approach that gives ADHD learners clear expectations. The predictability of the programme helps reduce anxiety and keeps children engaged, as they know what to expect next. By providing a clear roadmap for each lesson, SSM helps maintain focus and keeps learners on task, ensuring progress without frustration.
Keeping Curiosity Alive with Pattern Recognition:
SSM taps into ADHD learners’ natural curiosity and ability to recognise patterns. By highlighting the underlying structure of words and making patterns visible, SSM helps children stay curious and motivated. The schema-driven approach allows children to recognise connections between sounds and letters, making learning feel more like a discovery process than rote memorisation.
Flipping Synthetic Phonics:
In traditional synthetic phonics, children are asked to decode letters and “say the sound” without much visual or auditory support. Words may not be interesting to the child as chosen in order to align with the GPC teaching order. SSM flips this by offering both cues simultaneously, helping ADHD learners understand the connection between sounds and letters holistically. They can see and hear the parts that make up each word, ensuring a more interactive and less abstract learning experience. They can choose the words!
In Summary:
Speech Sound Mapping (SSM) is designed to keep ADHD learners engaged, curious, and focused. By using short, schema-driven activities, visual and auditory mapping, and spaced repetition, SSM ensures that the learning process is dynamic, structured, and enjoyable. This approach reduces frustration and increases retention, making reading and spelling easier and more intuitive for children with ADHD, compared to traditional synthetic phonics methods.