Let's Chat About Word Mapping!
Coding errors are usually more obvious when spelling. Parents and teachers who understand bidirectional word mapping are able to step in and resolve issues that may arise when children are being taught using a synthetic phonics programme. Emma Hartnell-Baker is known for her word mapping analysis videos, which she creates for schools when they are unsure why some pupils are not meeting reading and spelling targets. She will share some of the most common errors in the Spell CheX Corner.
How are children pronouncing a when it is a word?
How do children pronounce the word <a> when reading texts, even if it is a phonics book? Is something condusing them?
I hear so many older children, diagnosed with dyslexia, pronouncing the word <a> as what some people call a "short a" or a "long a". Who taught them to do that? Or, rather, why did no-one stop them and talk about it?
This one really keeps me awake at night.
They look at <a> and are trained to think of one sound. But English doesn't work like that. The grapheme <a> can represent at least nine phonemes (think ant, any, about, was, father, table, water, scary and orange). It's also a word in its own right, where it is typically pronounced as a schwa unless it is being emphasised.
He's being trained to focus on print to speech, rather than stopping to think, "What sound or sounds do I use here when I say this word aloud?"
He's lucky because he has a mummy who understands bidirectional word mapping and gives him opportunities to think and talk about these things. She sends me regular clips so that I can keep tracking of his orthographic learning journey, and offer advice.
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