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Phonics Reform England: Not reading reform. Phonics reform. Improving phonics for the one in five at risk of struggling to read and spell.
The English Code Overlay (ECO)
Try the Lite Version on https://www.speediereadies.com/orthographic-mapping-tool
Supporting the Development of Orthographic Mapping Through Explicit Grapheme Representation
Explicitly showing children which letters function as graphemes and what sound value each represents supports the development of orthographic knowledge by making the structure of written words visible and learnable. When children can see how speech sounds are represented in print, they are better able to form precise connections between phonemes and graphemes, which is essential for building stable word representations in memory. Research on orthographic mapping shows that these connections enable words to be stored efficiently in the orthographic lexicon, allowing for rapid and accurate word recognition without reliance on guessing or memorisation (Ehri, 2014). This process depends on the quality of the phoneme–grapheme links that are established, with clearer, more explicit mapping supporting stronger learning outcomes (Kilpatrick, 2015). By highlighting graphemes and their corresponding sound values, instruction reduces ambiguity, supports accurate segmentation and blending, and strengthens the integration of phonological and orthographic information, thereby facilitating the transition from effortful decoding to automatic word recognition and spelling.
Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5–21. https://doi.org/10.1080/10888438.2013.819356
Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Wiley.
The Code Mapping® tool displays each word fully segmented into graphemes, with every grapheme shown as a complete unit in sequence across the word. The alternating black and grey colours do not add extra information. They simply show where one grapheme ends and the next begins, so the reader can see the structure of the word clearly. Blue is used to denote a split digraph.
When Phonemies are shown, they act as IPA-aligned phonetic symbols, displaying the phoneme element of the grapheme–phoneme correspondence (GPC). This system shows the whole alphabetic code, including the many correspondences that are not taught explicitly within systematic phonics lessons.
When the grapho-phonemic structure is visible, cognitive load is reduced. The focus then becomes how much support each child needs, because the goal is that they are able to see and use this code independently, without the English Code Overlay (ECO).
Within a levelled series of 100 readers children love, we can clearly show which letters are graphemes and their sound values, allowing learners to use Cue Code as long as they need it.
We check whether they are self-teaching by giving them an unfamiliar sentence see if they’re drawing on their knowledge of the code, its variability, and their vocabulary knowledge to truly read. The sentences in The Chaos poem offer a great example of how to check if a child is actually reading
The Cost of One-Size-Fits-All Phonics
Phonics is supposed to kick-start self-teaching for individuals. Some need very little explicit instruction, and some need so much more than these programmes offer. If programmes are scripted, the teacher can’t even adapt or be responsive.
This is a multi-billion-pound industry, and that shapes which conversations are heard. Most conversations about how effective these programmes are get shut down, and why we have formed Phonics Reform England. Conversations about what individuals need are being drowned out. And while we know we will be accused of selling our own tools and training, much of what we offer is actually available for free. Parents can ask their local library to get the One, Two, Three and Away! books so children can read about The Village With Three Corners at home, and many of the word mapping resources on SpeedieReadies.com are free. Miss Emma has uploaded the Ten Day Speech Sound Play Plan, used pre-phonics to screen for dyslexic risk and boost phonemic awareness and phonological working memory, and include children with SLCN, can be followed by teachers with a £35 'satpin' book. Our aim is to show what can be added to fill the gaps.
Miss Emma's tech team are developing a Self-Teaching Reader, with MyReadingFinger, which will be offered for free to anyone with a dyslexia diagnosis.
The Upsteam Team is also working to create a not-for-profit so that we can offer solutions that are free for all. The goal is for children to learn to read and spell in a way that works for them from the start, not only once they are struggling with an SSP programme. Even then, how can the solution be more synthetic phonics?
There are huge gaps. How could there not be, when programmes are developed for the ‘average’ learner and for large-group organisation? We need to set aside the logistics of one person teaching over 20 children and focus on the needs of those children and their teachers. Both are being let down, and synthetic phonics programmes cost schools hundreds of millions each year.
They are being sold on the back of being deemed “evidence-based” by the DfE. This term is often misunderstood. Parents hear it and understandably think it means a programme will work for their child, as if it has been tested in the same way as a drug in medicine. That simply isn’t the case, and never will be, because there are too many variables. In reality, it usually reflects average gains across groups, often compared to something less effective, not that it meets the needs of every learner. Sometimes it also rests on assumptions drawn from broader research, rather than direct evidence for that specific programme.
We know we will come under attack from some SSP programme developers. But we are in a unique position in that we are not just saying what needs to improve, we are offering solutions for doing it. We invite others to share what they have found to be effective, ideally approaches that can be added easily and are free.
Importantly, why should parents of children failed by the system be forced to pay for tutoring? We know that many of the 3 in 4 who pass the KS2 SATs only do so because they’ve had support outside of school. So let’s tackle this from all angles. Add what’s missing in Reception and Year 1 to prevent the dyslexia paradox, and identify and support children earlier, rather than waiting for the Year 1 Phonics Screening Check and trying to catch them up later.
We are about to launch a free Mapped Sight Word Project for parents and teachers who want to take no chances, and at least know their child can read and accurately spell the 100 most used words in reading and writing, beyond phonics programmes. It’s a simple place to start, showing how powerful it is when children can see the code, and that anyone can do this, for free. And this will help children reading the One, Two, Three and Away! series as seen on Speedie Readies. Are you in?
We are exploring what needs to be tweaked to ensure that EVERY child, at any age, can recognise and spell the 100 most commonly used words. You can take part, share data, and help us change the way word mapping is understood across England and beyond. Common Exception Words (CEW) with the Cue Code. The CEW Code. Code Mapped® sight words with Emma Hartnell-Baker, founder of Phonics Reform England, making phonics work for every child. Show the Code!
