Upstream Screening and Support: A New Vision
Our vision is simple. Togther, we stop waiting for children to fail . We identify vulnerability early, support speech sound processing from birth, and remove barriers long before written words are introduced. This avoids the dyslexia paradox and ensures every child with the cognitive capacity to read can thrive.
Get in touch. Learn about The Code Overlay and how your TAs can support and extend your existing synthetic phonics programmes through word mapping technology and orthographically mapped stories that reveal every phoneme and grapheme. Training can be delivered online if your school is not located in England.
Preventing the Dyslexia Paradox: Birth to Seven Matters!
Our vision is that as many people as possible are actively seeking out the 1 in 4 children who are at risk of finding reading and spelling difficult before they begin to struggle. We need early years teachers to start embedding speech sound processing activities in the toddler room.
We need to screen for risk when children are about to turn three, and before they are taught phonics, so that we can ensure they learn to map words in the way their brains will understand from day one. This is easier for nursery staff because they aren’t teaching phonics to a whole class.
We need a TA in every Reception and Year 1 classroom who is working on a 1:1 basis with these children at least four times a week for ten minutes a day until they no longer need it. This support might last for a couple of weeks or a term. We aim to find amazing TAs and we will tirelessly support them so that no child leaves Year 1 unable to pass a Phonics Screening Check and read what they want with comprehension.
The Speedie Readies Dual-Route to Word Mapping Mastery includes the One, Two, Three and Away! series of over 100 books that children love to read and to talk about. Let’s make sure every child can read the Main Readers before they start Year 2.
Together, we are preventing the dyslexia paradox and breaking the pattern that leads too many struggling readers into long-term disadvantage, including the well documented pathway from poor literacy to exclusion and involvement with the justice system.
Get in touch to book training for 2026!
The study published in the European Journal of Linguistics (Vol. 3, Issue 3, 2024) recommends further exploration of the multifaceted nature of phonological awareness to advance theoretical models. It emphasised the need for early, systematic and engaging phonological awareness instruction in early childhood education. The authors called for individualised interventions for at-risk children, ongoing professional development for teachers and frequent monitoring of progress. The study also urged policymakers to invest in early literacy programmes, ensure equitable access to educational resources and include phonological awareness assessment within screening programmes. In addition, it advocated for stronger collaboration between researchers, educators and policymakers to create a cohesive approach to early literacy education.
The 2025 study Early Intervention Strategies for the Diagnosis and Treatment of Dyslexia in Individuals: A Bibliometric and Thematic Analysis highlights the most significant keywords in current research and shows the multidisciplinary nature of early intervention work in detecting and supporting dyslexia. Awareness of dyslexia and the importance of early diagnosis and early support has increased, demonstrated by rising publication numbers, a wider range of authors and a growing focus on diverse subject areas and keywords. This reflects a research landscape characterised by collaboration and diversity. The paper recommends further research on early intervention for both the detection and the therapeutic support of dyslexia. It also notes that understanding the impact of dyslexia across all aspects of children’s lives requires continued development of evidence-based strategies and an expanding knowledge base.
References:
European Journal of Linguistics study on phonological awareness
Khan, S. (2024). The role of phonological awareness in early reading development. European Journal of Linguistics, 3(3), 15–26. https://www.carijournals.org
2025 bibliometric study on early intervention for dyslexia
Ahmed, R. M., & Suleiman, T. K. (2025). Early intervention strategies for the diagnosis and treatment of dyslexia in individuals: A bibliometric and thematic analysis. Journal of Education, Society and Behavioural Science, 38(1), 12–28.
Upstream Screening and Support Changes Lives
Speedie Readies: Show the Code.
The Dual-Route to Word Mapping Mastery in Reception and KS1.
Ten Minutes a Day, With a TA!
After the Speech Sound Play Plan the TA then supports children 1 to 1 using the Monster Spelling Piano app, mapping high frequency words across the term.
Mapped Core Code readers form Path 1. This ensures children can access early reading more easily and are set up to pass the PSC.
Once children reach the end of the Purple Code Level, they begin the Pre-Readers with the TA. This is Path 2.
The TA works with all children, but prioritises those flagged as at risk. By the end of Year 1, any child with the cognitive capacity to read will be thriving.
We have prevented the dyslexia paradox.
âžœ Hour CPD for SENDCos and Teaching Assistants: Screening for Dyslexia Risk. Guiding children towards word mapping mastery using Speedie Readies: Show the Code and understanding the two learning paths. Includes an introduction to bi-directional word mapping with MyWordz® and MySpeekie®
£1,200 plus travel
This will potentially be the most powerful aspect of our vision for the next five years because it is where we can make the greatest impact on England's SEN crisis. By training TAs to deliver daily Speedie Readies sessions, supported by technology that shows every sound and every spelling inside each word, we can ensure that children who have the cognitive capacity enter the self-teaching phase long before difficulties take hold. This is a proactive, scalable solution that strengthens speech to print and print to speech mapping for every learner, including those with SEN, SpLC or SLCN.
​​Ages 7 to 11: Support for Children We Didn’t Reach Earlier
The Spelling Routine: Ten Minutes a Day, With a TA!
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➜ 2 Hour CPD for SENDCos and Teaching Assistants: Screening for Word Mapping Difficulties . Guiding upper primary aged dyslexic children towards word mapping mastery using The Spelling Routine: Show the Code and understanding the two learning paths. I
£1,200 plus travel
Within the training, we show you how to involve parents as partners in learning. This collaboration is often the missing piece in preventing speech sound mapping challenges and in overcoming the blocks dyslexic pupils face in KS2.
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