Spelfabet

Phonics Intervention Symposium: Day 4

Sadly, I was too busy to attend the recent international Sounds-Write Phonics Interventions Symposium while it was live and free online. Happily, it was all recorded. A great thing about recordings is that you can watch them at high speed, slowing down and rewinding the best bits, and learn a lot quickly.

It’s school holidays here, so I’ve started working my way through the presentations, starting with the most recent, and helping myself focus by writing notes/thoughts for this blog post. I find restaurant menu codes (V, GF etc) helpful, so have made up codes to suggest who might be most interested/benefit most from each presentation (which could be wrong, so feel free to ignore them):

• SL = school leaders;
• T1 = early years classroom teachers (Tier 1);
• T2 = early years small group/keep up intervention providers (Tier 2);
• T3 = individual intervention providers for older/catch up and neurodivergent learners (Tier 3).

I’ll also note the length of each speaker’s actual presentation, minus the (often very interesting) Q&A.

Laila Sadler succinctly summarises things UK schools are doing to ensure all their kids learn to read. Engaged school leaders and shared belief systems are key, as well as type and timing of teaching/intervention. (SL, 26 minutes)

Lindsay Springer talks about 4-year, school-based research in Canada showing they’re preventing reading failure with screening, high-quality teaching and early intervention. Includes classroom videos and teacher interviews, graphs like this one (applause!), attention to kids’ academic self-concept and agency, and gorgeous quotes from kids at the end (SL, T1, T2, 33 minutes).

Wendy Bowen is from the Orkney Islands, which had close to Scotland’s worst reading results in 2018-2019. Then they read books by Diane McGuinness, trained teachers in Sounds-Write, got decodable books, started gathering data, organised small group and 1:1 intervention, and overcame various obstacles. Now their reading and spelling results are among the best in the country, and fewer kids need intervention (SL, T1, T2, 29 minutes). P.S. Wendy has a wonderful accent.

UK intervention teacher Sarah Horner talks about overcoming the dread forgetting curve with a team approach to little-and-often practice sessions. Each child has a Follow Up Folder, and everyone available, including volunteers, office staff and capable peers, is roped in to grab the folder and help the child do a few minutes’ practice (read a book, play a game, do some writing etc) whenever they can (T3, 15 minutes).

The UK’s Tricia Millar talks about delivering fast, shame-free, life-changing intervention to teenagers in secondary schools, giving them a sense of belonging and the ability to participate. My main thoughts were 1. OMG I need to make time to do That Reading Thing/That Spelling Thing training (yeek, I’ve been saying that for years), 2. Everyone who is interested in literacy in secondary schools should watch this, and 3. I need to find out about the Powell Phonics Checker. (SL, T3, 34 minutes).

Krystal Brady works in an Australian school that had devastating 2021 NAPLAN results. All their teachers, including casuals, were trained in Sounds-Write in 2022, which was rolled out across the school in 2023. At first their focus was Tier 1, but they also ran Keep Up and Catch Up groups, collected DIBELS data, did formative assessment, instructional coaching, collaborative planning, all the good things. They have reaped the rewards, both in student skills and staff satisfaction. More applause! (SL, T1, T2, T3, 39 minutes).

Gail Williams is Principal of an Australian secondary school for students with intellectual disability which uses the Sounds-Write phonics program. She says her school presumes student competence, including for nonspeaking students, and that “The term ‘presuming competence’ is most commonly associated with the work of Anne Donnellan and Douglas Biklen”. Eeek. Biklen promoted facilitated communication (FC), a discredited and unethical Augmentative and Alternative Communication approach, and googling suggests Donnellan condoned it. Happily, there is no mention of FC or its derivatives in this presentation. People with intellectual disability who can understand spoken language can usually learn at least basic literacy skills when these are taught well. They are very useful life skills, so it’s great to see explicit, systematic phonics being taught in a special school. (SL, T3, 27 minutes).

Sue White is an Australian writer and mum of a neurodivergent son who wasn’t learning to read at school. Realising he wasn’t being taught effectively, she tried tutoring, then started homeschooling him at age 7. Jacinda Vaughan from Sounds-Write supported her, and they used age-appropriate decodable books (starting with good old Magic Belt). He’s now 11 and reads Harry Potter. A fun, heartwarming session, full of useful tips for parents of neurodivergent striving readers/spellers (e.g. break it up, stay active, work in the car if need be), and their intervention providers. (T3, 40 minutes).

New Zealand Speech Pathologist and literacy consultant Emma Nahna discusses measuring students’ literacy skill growth precisely and efficiently with free DIBELS 8 assessments. Whole classes do benchmark assessments three times a year, and intervention students are monitored more frequently e.g. fortnightly. One minute Nonsense Word Fluency and Oral Reading Fluency (ORF) subtests are especially useful. A child’s ‘goal line’ is graphed by marking their start point and peers’ average skills at the end of the year/intervention period, and joining the dots. Many children are highly motivated to reach or exceed their goal lines. This talk includes when and how to adjust intervention; strategies for scaffolding fluency and access to text; and links to amazing progress monitoring resources and free training. Wow. (SL, T2, T3, 51 minutes).

UK educational leader Sonia Thompson uses the EEF’s Reading House (a bit like Pam Snow’s Language and Literacy House without the social-emotional aspects) as a framework for discussing the importance of phonics in achieving fluency, and thus reading comprehension. Her overview covers a wide range of important literacy topics including oral language, cognitive load, general knowledge, feedback, prosody, and comprehension strategies. (SL, T1, 52 minutes).

OMG DISK FULL of things to think about and follow up, and that was just the last day. Thanks so much to the good folk at Sounds-Write for organising this event. We’re now on school holidays, so I’m hoping to get through and write up at least Day 3’s presentations in the next week or two. I also hope this post helps others who missed the realtime sessions decide whether to get an All Access or Group Pass to all the 2025 Symposium recordings, and whiz through the whole thing, finding the best bits from your POV. If you do, please share your thoughts in the comments!

Alison Clarke

Speech Pathologist

New polysyllable word games

Do you know a learner who is struggling to read polysyllable words? Try our new, download-and-print card games, called Syl-lab-it.

A free game, with the easiest words, is here, and the full set is here.

Elle Holloway, Spelfabet’s expert at turning work into fun, explains the game in this 6 minute video:

2-4 syllable words are printed on the cards, and players must read them as they’re played. Smaller-print versions of each word have syllables circled and stressed syllables shaded. Sometimes, syllable circles overlap, as there’s often more than one way to break a word up (e.g. by sound or word structure. Skilled readers think about both), and coarticulation happens between syllables, not just within them.

The circles and shading make it easy to show learners that a syllable can be represented by a vowel letter alone, or a vowel letter/spelling plus one or more consonants. This is useful when teaching learners to read one syllable at a time, and adjust word stress.

There are five types of cards, three of which are used on your own turn (attack, steal, heal) and two of which are used to spoil your opponent’s turn (deflect, overpower). This game is for two players who each start with five cards and ten tokens (counters, coins, whatever). Play continues until someone loses all their tokens, and thus the game.

The free sample game targets words with simple syllables and spelling patterns, such as on the cards depicted above. The other 12 games target the following syllable structures and sound-spelling relationships:

1. CVCC and CCVC syllables, e.g. ‘suspect’, ‘umbrella’ and ‘experiment’,
2. Three adjacent consonants (CCC) like ‘splendid’, ‘nondescript’ and ‘unrestricted’,
3. Consonant digraphs like ‘jacket’, ‘marathon’ and ‘establishment’,
4. Very common suffixes like ‘risky’, ‘talented’ and ‘abandoning’,
5. VCe (‘split vowel’) syllable endings like ‘suppose’, ‘hesitate’ and ‘misfortune’.
6. The sound /ae/ as in ‘betray’, ‘repainted’ and ‘complicated’,
7. The sound /ee/ as in ‘medium’, ‘easily’ and ‘convenient’,
8. The sound /oe/ as in ‘shadow’, ‘nobody’ and ‘overloaded’,
9. The sound /er/ as in ‘hurting’, ‘thirstily’ and ‘personally’,
10. The sound /ou/ as in ‘without’, ‘astounding’ and ‘powerhouses’
11. The sound /ie/ as in ‘direct’, ‘justify’ and ‘insightful’,
12. The sound /oo/ as in ‘cartoon’, ‘screwdriver’ and ‘absolutely’.

There’s a choice of single or double-sided card version of each game, the latter in case your Syl-lab-it decks might get jumbled. Print each game on 3 sheets of A4 light card or paper (at ~110% if your printer can manage narrow margins), laminate and cut up into cards. Sorry we can’t do that for you, but we timed it and each deck takes about 10 minutes to cut up neatly with scissors, and less with a guillotine.

We hope your learners enjoy the games, and learn to read polysyllable words confidently and well.

New moveable alphabet with embedded picture mnemonics, and free sound swaps

The download-and-print Spelfabet moveable alphabet and affixes now has embedded picture mnemonic tiles, and is useful for showing learners how to take words apart into sounds (phonemes), spelling patterns (graphemes) and meaningful parts (morphemes), manipulate their parts, and learn how all these parts are related.

This is the alphabet I use in my presentation for today’s free Sounds-Write symposium, hope you enjoy it.

There’s now a new n/noodles mnemonic that looks like Asian noodles (not pasta!). There are versions for Aussie, UK/formal Australian and US speakers e.g. with e/echo and o/octopus for US English, and k/kangaroo for rural Aussie kids who know more about wildlife than keys.

Just over half the tiles are designed to be double-sided so they can be flipped to show spelling variations. The set comes with 55 A4 pages of sound swaps/word chains to make, the first set of which can be downloaded free here, so you can check/try them out. Inflectional morphemes plus suffix -y (boss-bossy) and agent noun -er (swim-swimmer) are introduced early in the sound swaps.

There are embedded picture mnemonics for each phoneme except the unstressed vowel and the /zh/ in beige, vision and treasure, not needed for early word-building. These help beginners remember sound-letter relationships. As a sound for each letter is learnt, its tile is flipped over to show just the letter and (an) example word(s) illustrating how it is pronounced (but kids can and do flip it back if they forget):

The mnemonics for additional sounds are great for making it clear that our language has more sounds than letters, e.g. these consonant sounds don’t have their own letters:

Extra mnemonics for vowels also make it clear that some spellings represent more than one sound, for example:

Learners need to know that letters which follow a vowel often show us how to say it e.g. ‘back‘ versus ‘bake‘. Instead of ‘split’ vowel spellings, the set now has extra red consonant-e spellings, and the extended code sound swaps include switching between ‘short’ and ‘long’ vowels by changing word-final spellings. There are still single consonant tiles with doubled consonants on the flip side e.g ‘t’ with ‘tt’ on the flip side, making it easy to show that ‘cut’ gains an extra ‘t’ letter (but not an extra sound) when a vowel suffix makes it into ‘cutter’ (not ‘cuter’, which is formed by building c+u+te and then knocking off the ‘e’ with the vowel suffix, making relevant ‘kapow’ noises).

The same traffic-light based colour coding (green = start/word beginnings, orange = caution, red = stop/word endings) for graphemes. Yellow spellings are used either side of a vowel. The set has pink prefixes and blue suffixes, and includes all the high-utility affixes in this Lane et al (2019) research. There are little chameleons on assimilated prefixes, to show that their last sound and/or letter often changes to better match what follows (e.g. in + mature = immature, con + relate = correlate). Colour coding lets you help kids narrow down their visual search for a tile, as you can say e.g. ‘use a red one’ or ‘use an orange one’.

There are now twelve pages of tiles to print, grouped from basic to advanced, so they can be assembled in stages, and you don’t get scissor-and-glue-gun RSI. If you don’t need magnetic tiles for a whiteboard, just print the first eight pages double-sided, the rest single-sided, laminate and cut them up for use on a tabletop. Easy peasy. Otherwise, assemble them with magnets (instructions are included) and display them in groups on a whiteboard like this, with duplicate tiles stacked to reduce visual clutter:

Only download and print the version most suitable for the English your learners speak, but if you want to mix and match them or use a mnemonic from an earlier set (e.g. if you prefer g/girl to g/goose or y/yoga to y/yawn), you can get the picture files and print your own extra tiles. If you want a version created for the English you speak (NZ? Canada? India? elsewhere?), let me know what it is and what you suggest adding/changing/removing.

A while ago I was working with a student with a flair for chemistry who called this product ‘the periodic table of spelling’. I hope you agree that it now demonstrates all the main elements (spellements?).

P.S I’m still updating the other embedded picture mnemonic products with the new ‘n/noodles’, and we’ll shortly be releasing new Syl-lab-it card games targeting polysyllable words, cleverly designed by our gamification (5 syllables, is that a Thing?) whiz, Elle Holloway, and often requested by kids we see. Stay tuned!

Alison Clarke

PS² The Spelfabet Embedded Picture Mnemonic pictures are drawn by and © Cat MacInnes.
 

Free phonics intervention PD & holiday plans

A free Sounds-Write Symposium on phonics interventions will be happening from June 24th to 27th. I’ll be one of the presenters, talking about using manipulatives to build words from bases, prefixes and suffixes, sometimes adjusting junctures in the process (doubling final consonants, dropping final e, changing y to i, assimilating prefixes).

Wordy rules with lots of ‘if-then’ and ‘all except’ type language tend to be poorly understood by young children, and children with language difficulties, so showing them how to build words can be far more effective. Also, kids enjoy flipping tiles over and crashing them into each other as they build words.

The symposium has heaps of interesting sessions from a range of international speakers. I’m especially looking forward to Prof Julian Elliott’s possibly-provocative keynote: “Rethinking Dyslexia: From Diagnostic Labels to Evidence-Based Reading Support”, and I always learn something from speakers like Marnie Ginsberg, Norah Chahbazi, Tricia Millar and Mandy Nayton. You can check out the program and book your ticket here.

School holiday literacy intensives

At Spelfabet in North Fitzroy we are once again offering literacy intensives in the upcoming school holidays (7th to 18th July 2025) for children struggling to keep up with reading/writing at school. These provide a burst of personalised, intensive intervention (3-5 sessions), plenty of home practice activities, and a report with recommendations. Click here for more details.

Assessments

Many of our regular clients are away or take a therapy break during school holidays, so we have more time to offer speech, language and literacy assessments. Standardised tests are expensive, so not every Speech Pathologist can afford every test they’d like to use. Waiting lists for speech and/or language assessments are often frustratingly long. Please let us know if you’d like us to do an assessment for you, or someone you know, during the school holidays. More details are here.

Alison Clarke

Speech Pathologist

Diphthongs

Why do kids often count an extra syllable in words like ‘nightingale’, ‘crocodile’, ‘pigeonhole’, ‘waterfowl’, ‘hydrofoil’, ‘silverware’ and ‘puppeteer’?

Some vowel sounds shift from one place in the mouth to another, including the final vowels in the above words. They’re called diphthongs (pronounced ‘diff-thong’, from the Greek prefix di meaning “two” and phthongos meaning “sound, voice”*). When you say words containing diphthongs slowly and think about what your mouth is doing, it’s easy to understand why they’re sometimes counted as two vowels.

Australian English diphthongs are /ae/ as in ‘day’, /ie/ as in ‘my’, /oe/ as in ‘no’, /ou/ as in ‘out’, /oi/ as in ‘boy’, /air/ as in ‘care’ and /ear/ as in ‘dear’. To most Americans** and others who pronounce word-final /r/ (have a rhotic accent), /air/ and /ear/ aren’t diphthongs, they’re just a vowel followed by a consonant.

There’s actually only one vowel sound in /ue/ as in ‘use’, because the first sound of this combination is /y/ as in ‘yes’, a consonant (officially, though it sounds more like the vowel /ee/). However, /ue/ is represented by a single letter in so many words e.g. ‘unit’, ‘human’ and ‘unicorn’ (more here) that for spelling purposes it’s easier to treat it as a single sound, except in ‘you’, ‘youth’, and the Aussie second person plural pronoun ‘youse’.

Australian and similar accents without word-final /r/ also have triphthongs, three vowels in a row, because the final letter ‘r’ is pronounced as an unstressed vowel (schwa):

OK, the vowel in ‘tour’ is only a diphthong, not a triphthong, but it’s so rare in Australian English that it’s not worth counting/teaching as a separate sound, and I wasn’t sure where else to put it.

Thinking too much about triphthongs can get us into a weirdly three-legged, dialect-dependent (are ‘door’ and ‘dour’ homophones to you?) swamp, where rhyming words with and without suffixes can have very different spellings (fire and higher, sour and shower, cure and fewer, doer and tour) and everyone starts getting lost in the linguistic seaweeds. Best to treat the final, unstressed vowel represented by letter ‘r’ in words like ‘fire’, ‘sour’, ‘pure’ and ‘tour’ as a separate vowel, but pronounce it as /r/ in your spelling voice, like most Americans, and everyone in the Olden Days.

Yes, I know Aussies are the only ones who use the word ‘thong’ to mean footwear, not underwear. If you want to make a lingerie-based version of the above graphics, that’s entirely up to you.

Thanks to Nell whose question on this topic got me thinking, and Aussie National Treasure Tim Winton, whose mesmerising documentary series about Ningaloo/Nyinggulu (currently free on iView, don’t miss it) got my subconscious into a beachy frame of mind.

_{* Greek phth, pronounced /fth/, is also found in ‘diphtheria’, ‘naphthalene’ and ‘phthalate’, so would everyone please stop putting a /p/ sound in ‘diphtheria’? A dipthong is not a Thing!}

_{** Except the ones who park their cars in Harvard yard.}

Free Flex-It game, holiday assessments and spelling boosters

It’s the last week before our school holidays, a good time to play educational games, so I’ve just put a free sample Flex-It game in the Spelfabet shop.

Download and print it on 3 sheets of light card, laminate it if you like, and cut it up. Use it to explicitly teach learners to approach the letter ‘a’ flexibly in words of more than one syllable, trying the sound in ‘apron’ if the sound in ‘apple’ doesn’t yield a real word. The ability to think flexibly and try other plausible sounds is essential for successfully sounding out long words.

Hope you and your learners like it!

(The next part of this blog post is only relevant to people in Victoria, Australia)

Holiday assessments

The Spelfabet Speech Pathologists in North Fitzroy have some availability to do speech and language assessments in the school holidays, if you need a report to accompany a funding application, or are just concerned that a child might have listening/speaking difficulties. We can also screen a child’s hearing using the Sound Scouts app, and assess phonological processing and word-level reading/spelling skills.

We know there can be a long wait for school-based Speech Pathology services, and that many applications for extra support at school are due soon. Assessment cost depends on session length, but reflects the NDIS rate for therapists. Private health insurance rebates may apply, or GPs may provide Medicare Care Plans. Click here to make a referral.

Spelling boosters

It’s hard to enjoy writing when you’re struggling with spelling. Also in the school holidays, we’re offering a small number of three-hour individualised spelling booster sessions, to clear up misconceptions about spelling evident from writing samples and/or standardised tests, build spelling skills and confidence, play some games and have some fun. The cost is $650 including a report. Again, rebates may apply if you have health insurance or a Medicare Care Plan. Click here to make a referral.

That’s it! I’m learning to write short blog posts! Happy holidays!

Alison Clarke, Speech Pathologist

Tell publishers to stop selling predictable texts for early literacy!

Someone from a major educational publisher rang me today to extol the virtues of their new range of decodable texts for beginning readers. I think she was hoping I might help promote them.

I’ve had a look at their decodables, but haven’t bought any for our decodable books display, because (A) our budget is tight, (B) I’ve been fairly underwhelmed by the new decodables from mainstream publishers I have bought, and (C) the last time I checked, they were still selling predictable/repetitive texts.

The only thing I like about predictable/repetitive texts for beginning readers is making spoof AI ones:

I consider predictable/repetitive texts harmful products for vulnerable beginners. Anyone who works in literacy intervention can tell you that undoing the bad habits encouraged by these books is hard work. They encourage children to memorise and guess words, not decode them. Here’s a daggy video I made nearly a decade ago explaining what’s wrong with them:

As education academics Simmone Pogorzelski, Susan Main and Janet Hunter wrote in their excellent 2021 AARE blog post Decodable or predictable: why reading curriculum developers must seize one: “there is no instructional value in using ‘levelled’ predictable readers to support children’s development once formal reading instruction has commenced”.

Margaret Goldberg of the Right To Read Project has some great ideas for repurposing predictable/repetitive books already in schools. By now there should be no market for new predictable/repetitive books for beginning readers. Are they really still available? Check publisher/vendor websites for yourself, e.g. here, here, here, here and here.

If you’re speaking to publishers/vendors keen to get a slice of the booming decodable books market, but still selling predictable/repetitive texts, please tell them this is not smart marketing. It shows they’re newcomers to the difficult task of producing decodables, and not fully committed to teaching young kids to decode, not memorise and guess. If they want their decodables to be taken seriously, they need to ditch predictable/repetitive texts, or shift them to their EAL catalogues, for use in teaching vocabulary and sentence structure.

There’s now such a confusopoly of decodable texts available, I don’t envy teachers and librarians the task of deciding what to buy. I’m a bit confused myself, and we have heaps of them, we aren’t relying on website or catalogue information. Which are good quality? How many of each? Which ones are OK to use with older kids? What about struggling readers who will only read about gaming/unicorns/football/princesses/cars? Please share your thoughts and thorny questions in the comments.

Alison Clarke