Jelly and Bean

Latest from Jelly and Bean News & Blog

Beginning Reading and Writing with Jelly and Bean

The Jelly and Bean Reading Scheme begins with the books in the AB Starter Pack. The material and ideas in this series are reinforced in two parallel series, the First Words Series and Tom and Bella Series 1. All three series are for the Phonic Phase 2 of Letters and Sounds and the Pink book band. […]

What is meant by decoding- still unresolved-March 2017

DECODING The term ‘decoding’ is often used to describe the transcription of written text to spoken language. I suggest it is this particular term, ‘decoding’, used in different contexts, that is responsible for much of the muddled thinking related to reading, writing and, in particular, synthetic phonics. In order to try to clarify the concept, […]

Spellings, Letters, Sounds and Learning to Read

In the 17th century, the spellings of English words were ‘set in stone’ when the first dictionaries were written. These spellings have not changed over time. It is because of this, that we can read books written in previous centuries. However, the 26 letters of the English alphabet are pronounced in many different ways in written […]

Jelly and Bean and the Statutory Requirements for Teaching Reading

The Jelly and Bean reading scheme has grown and evolved since it was first envisaged in 1998. The original phonic strategy was neither analytic phonic nor synthetic phonic. It was simply a combination of the author’s own knowledge of phonics adapted to the sequence and progression of the National Literacy Strategy introduced by the UK government […]

Our Reading Scheme

Written language turns our continuous stream of speech into distinct static units separated by spaces on paper or on a screen. These static units are words. Words are the smallest units of meaning needed for verbal thought. They are combined into larger units of phrases and sentences when we are thinking about the world and […]

Speech and Sounds

Babies do not learn to talk by identifying individual sounds (phonemes) and blending these into words. They learn by first working out the meanings of whole words and phrases spoken to them by their carers. Then they learn how to modify their own first vocal productions to match the sounds in these words that mean something to them.  It is their need to communicate with others that drives the […]

How Do Children Learn To Read?

A short summary from Reading in the Brain by Stanislas Dehaene, published 2009. Dehaene uses Uta Frith’s three step model of reading acquisition as the psychological basis of how children learn to read. Frith’s psychological model of reading acquisition is: Step 1. Logographic or pictorial stage Step 2. Phonological stage Step 3. Orthographic stage 1. Logographic […]

How do children learn to talk?

In their 2007 paper, Professors Marilyn Vihman and William Croft identified four problem issues within the theory of language development. How is language structure, i.e. its phonology (sounds within words) and its grammar (the order of words in sentences), related to language function, i.e. its use for communication within a society? Is there a model […]

Learning to Read Words by Sight.

LEARNING TO READ WORDS An interpretation of a 2005 paper by Linnea C. Ehri “Words are the basic units that reader’s eyes pick up and process to construct meaning out of print.” “Eye movement studies show that when readers read a text, their eyes land on practically every word.” “Because words are always spelled the […]

Vygotsky on Thought and Speech

Vygotsky on Thought and Speech. “The meaning of a word represents such a close amalgamation of thought and language that it is hard to tell whether it is a phenomenon of speech or a phenomenon of thought. A word without meaning is an empty sound; meaning, therefore, is a criterion of “word”, its indispensable component. […]

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