MySpeekie®
Thought to Voice
MySpeekie®, the first one-screen AAC with phonetic keyboard for kids, was initially developed with Innovate UK support to help non-speaking autistic children communicate through speech-print mapping. It is being used across the Word Mapping Mastery® system.
Express an Interest in the Next Intake
Women in Innovation Awards 2026
Emma Hartnell-Baker will receive 12 months of support to develop MySpeekie through Innovate UK.
Thought to Voice: Follow Fliss and the Phonemies on MySpeekie.com
Please complete the Foundation Course before enrolling in this course.
Around 1 in 10 children start school with speech, language and communication needs (SLCN), rising to more than 50% in some disadvantaged communities.
Speech Sound Mapping supports children from birth by helping them process speech sounds, build phonemic awareness, and connect speech sounds with meaning and print. Rather than treating speech, communication, reading and spelling as separate challenges, it shows young brains how they are connected. This same approach powers MySpeekie®, the world's first one-screen AAC, allowing non-speaking children to communicate using the same speech-print mapping that underpins literacy.
MySpeekie®
The world's first one-screen AAC.
MySpeekie® allows children to generate the exact words they want to say from speech sounds, even if they can't yet read or spell.
Instead of searching through grids, symbols, categories or pre-programmed vocabulary, children use the Phonemies® (speech sound) keyboard. The words they want to say appear on screen and are voiced instantly.
Originally developed for non-speaking autistic children, MySpeekie® is also being used to support children with speech and language needs, children with unclear speech, and children learning English as an additional language.
MySpeekie® is powered by the MyWordz® speech-to-print mapping algorithm, which makes the structure of spoken words visible. This means children can communicate using the sounds they know, rather than relying on memorised symbols or stored vocabulary.
Why MySpeekie®?
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World's first one-screen AAC
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No grids
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No symbols
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No pre-programmed vocabulary
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Generate novel words and sentences
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Supports communication from the start
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Built around speech sounds
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Supports speech and language development
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Supports English language acquisition
Every child deserves to be understood.
Build a Word Bank of your child's favourite words. They will use it to type the Phonemies® (Speech Sound Monsters) in sequence so that the word appears on screen and can be voiced.
Use the MyWordz® technology to create the words, then download and print them for everyday use.
Very quickly, children learn the speech sound sequence and no longer need the cards!
Speech Sound Mapping leads to earlier and easier reading and spelling because it builds on phoneme–grapheme mapping and helps children connect speech, print and meaning.
Educators who value personalised, child-centred learning, rich oral language, reading for pleasure, hands-on multisensory experiences and having fun will love exploring speech sounds and Speech Sound Pics® with Phonemies®, helping children connect speech, print and meaning in ways that are engaging, purposeful and memorable.
You can Show the Code to children who do not speak English as a first language! MySpeekie®,, the world's first one-screen AAC, has so many uses!
This SSP Monsters Chart shows the commonly used graphemes (Sound Pics) for the main Phomemies. Phonemies are Speech Sound Monsters and all say a sound of English.
Welcome to the Phonemies Family!
FUN Phonetic Symbols for Children.
Also used within the Speech Sound Pics (SSP) Approach in Australia .
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We Show the Code™ across all of our courses, showing which letters are graphemes and their sound values using Phonemies® (Phonetic Symbols for Kids). This is the foundation of reading and spelling and helps unlock self-teaching. It is why the Foundation Course is a prerequisite for all courses.
With the exception of MySpeekie®, where the primary purpose is AAC and communication, the core purpose of our courses is the same: to help every child start self-teaching reading and spelling as quickly and easily as possible.
How we achieve that will look very different depending on the child, their stage of development, what they already know and the context in which they are learning.
That might mean working with a toddler who already has strong phonemic awareness, supporting 25 children working at different stages in a Reception classroom, helping a child with an EHCP who has struggled with synthetic phonics, or supporting an older child with dyslexia who is unable to keep up with age-related reading and spelling demands.
The destination is the same: children who have developed the word-mapping skills they need to become self-teaching readers and spellers, so that they can work out unfamiliar words, check their mapping when they need to, and retain new words for future reading and spelling.
We want every child to reach that point as quickly and easily as possible, with as much explicit instruction as they need, and no more.