ICRWY for 18 month to 4.5yr olds
We are Learning Whisperers, using the ICRWY Early Orthographic Learning System
- Every Child Deserves a Reading Ready Brain
In-house training for UK Nurseries.
Child-centred, play-based speech, language and communication learning.
We need 2 x 4 hour sessions to share the magic with your team
eg Sat & Sun 10am - 2.30pm with a 30 minute break at 12pm
We offer a range of engaged, hands-on ICRWY training options
- visit main site ICRWY.com/Training
Emma Hartnell-Baker spent 10 years in Australia developing the Speech Sound Pics (SSP) Approach; a predominantly 'speech to print' approach to orthographic learning. The abbreviation is unfortunate - as SSP is known in the UK as Systematic Synthetic Phonics - and as someone passionate about inclusion, and especially early dyslexia screening and intervention, she is concerned about this being mandated in KS1; she teaches phonemic awareness and phonics very differently. Systematic Synthetic Phonics programmes do not facilitate full differentiation, there is a heavy emphasis on explicit instruction, and 'Scope and Sequence' developed on the assumption that decoding fluency will lead to comprehension (Simple View of Reading) Discussion
When Code Mapping and Monster Mapping physical changes in the brain occur as it builds new connections and strengthens the neural pathways, specifically in the areas of reading. Learning Whisperers are actually 'rewiring dyslexic brains' - before the child even knows their brain was not previously wired to be 'reading-ready'.
Every time a baby hears people talking their brain is learning the 'rules' of language. In order to be ready to read effectively, the brain has to do a lot of work coordinating sounds to language, and to be able to connect language to decoding and encoding, and also decoding to comprehension.
According to the SVR (Gough & Tunmer, 1986; Hoover & Gough, 1990) reading is the product of two independent components: decoding and listening comprehension ie in the equation D × C = R, where D = decoding and C = comprehension and R = reading. These components were believed to occur independently and sequentially: “The simple view presumes that, once the printed matter is decoded, the reader applies to the text exactly the same mechanisms which he or she would bring to bear on its spoken
equivalent” (p. 9) The SVR emphasised the importance of decoding TO reading. However more recent research points to causes of reading difficulty within and beyond word recognition and language comprehension, reflect the considerable overlap between word recognition and language comprehension and the important processes that bridge these skills and/or operate through that overlap and outline the important role that active self-regulation plays in reading.
The purpose of the ICRWY Early Orthographic Learning System - for 2,3 and 4 year old- is to ensure that brains are 'reading-ready' before starting school, so that these processes take place more easily, and with less explicit instruction. Learning Whisperers are not 'teaching reading' they are ensuring that each child has the tools needed to read - at an age and stage when it is also easier to ensure that children develop a curiosity about learning, and intrinsic motivation to read. ICRWY in the Early Years is also unique; we get BOYS excited about reading and spelling - something not known to be 'the norm' in KS1 classrooms. Research consistently shows boys’ reading lags behind girls, and this trend starts early in the UK.
One in seven state primary schools does not have a designated library space and over three-quarters of a million children in the UK do not have access to books that we know enable better educational outcomes and greater well-being, according to the largest ever survey of the state of primary school libraries, commissioned by the Primary School Library Alliance and published November 2022.
Learning Whisperers are determined to get kids hooked on reading and to know how to access books, for pleasure and information, before they start school.
Teachers love using the approach as it 'just makes sense'
and they see the impact on the children almost immediately; more talking, excitement and curiosity about 'the code', and motivation to read - because everything revolves around songs, poems, and play!
Miss Emma's resources are loved by children, especially those who like everything to be organised and 'mathematical'. A 5 year old learner with autism shows her how familiar he is with the Spelling Cloud Keyring.
Every participant uses Spelling Clouds, Speech Sound Monster Cards, the Monster Spelling Mat and Code Level Posters during training - and can then keep them!
In-house ICRWY 'Reading Ready Brains' training with Emma Hartnell-Baker
Your choice of venue, if not in-house.
Booking costs not included.