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Tools for Teaching ALL Students to Read and Spell, Under One Roof !

Monster Mapping - An Early Intervention for Dyslexia

© 2019 Follow Miss Emma, The Reading Whisperer, The Dyslexia Doctor House
Learn how to teach dyslexic students to read and spell- learn to us an early intervention for dyslexia, teach your dyslexic child to read and spell 

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Learning to recognise, and correctly spell, high frequency words QUICKLY !
Sight Words Done Differently, Dyslexia Doctor House Tips.
As always, the focus is not just on 'what' is important to teach, but HOW'

Learn sight words QUICKLY !

Nearly half of words are predictable if you teach high frequency graphemes systematically, eg the four SSP Code Levels, and around 35% only have one sound pic that’s inside the cloud (rather than in the Code Levels) But the top 200 or so high frequency words can makes up 50-75% of words in children’s books.
So let’s teach the Code quickly, and also these high frequency words. Let’s shift our perception of ‘sight words’ and instead ensure that students can say the word within 3 seconds, and also write them (knowing the phoneme to grapheme correspondences, which increases their confidence with phonics and the devouring of new words)


Here, I’m explaining the new HFW card pack, Code and Monster Mapped. The pack has 300 words that include the 220 Dolch, 225 Fry, 200 Letters and Sounds etc.

Use them to support sight word teaching, using any program - Fry, Dolch, Oxford, Letters and Sounds, Magic...because they have the same words, just in a different order.

We list the sequences on the site, dedicated to teaching students to read and spell HFWs QUICKLY. The quicker they can recognise them the easier sight word heavy beginner books like PM and F&P books are to figure out, and the more words they can write as they spell them correctly and with little thought. Less conscious thought means more working memory, and focus on meaning.

A6 Speedy Sight Word Card packs will be ideal for classroom and home use! There is a small cloud shape on each card so you can write the order that’s right for you! So if your teaching order is /a/ /I/ /it/ /the/ etc then write 1 in the /a/ cloud etc. 
Then it’s easy to keep in that order. You aren’t restricted to the Duck Level order.


We are also doing digital download home booklets with the first 100 words, in the right order - choose the one you use.

I can also do the top 100 for Letters and Sounds, Fry, Oxford and Dolch as videos for whiteboards, and this will be in the app, and on the web site for parents. 

This will be an incredible support system for parents who speak English as a Second Language.

Let’s help students read and write these important words, really QUICKLY! And this means ensuring that words are not only SSP Code Mapped (linguistic phonics) but also Monster Mapped (visual phonics)

Miss Emma X


Every word we SPEAK is, of course, produced using sounds (phonemes) So they are very easy to ‘sound out’. You can see 2 and 3 year olds doing it while Monster Mapping. What many mean, when they say that some words are 'difficult to sound out' is that the representations for those speech sounds (graphemes) tend not to be taught or explored in basic phonics programs. Some call them 'tricky words' - even though they aren't 'tricky' at all, if taught differently. Unfortunately many using these programs do not encourage students to map ALL graphemes and phonemes, to see all the representations for each (eg as seen in the SSP Spelling Clouds) and spend an incredible amount of time on just this basic phonics 'code'. When learning is organised differently, children can recognise and USE the high frequency graphemes within one academic year. (See Faster Phonics)  

Our code is far more complex than 90 or so graphemes, and if a phonics program covering these is taught slowly (ie they are still learning to recognise and blend them after TWO YEARS) then students aren't getting enough time to explore the code well enough to actually become proficient readers and spellers.   

Miss Emma recommends that we move from ‘whole word’ approaches because it moves children from that ‘speech to print’ focus. An awareness of 'linguistics' is vital, for teachers who are teaching reading and spelling, and a focus on etymology.

Yes, children can learn to recognise a certain number of high frequency words on their own, but we do them a huge disservice if we do this without ensuring they are code mapping those words. These phoneme to grapheme links not only help them read (and spell correctly while writing) but also help their brains identify patterns that help their code awareness, and confidence tackling other words. 

The SSP Speech Sound Monsters enable students to learn ANY words, without
needing help from adults (we call this Teacherless Teaching). 

Watch Miss Emma guide children, in the Reading Hut (UK) and come to Monster Mapping training in Australia and the UK. 


SSP students learn over 400 high frequency words in their first year of school...and can SPELL them correctly when writing them, too:-)