Jelly and Bean

Latest from Jelly and Bean News & Blog

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. […]

Speech Sounds

A summary taken from a paper by Professor Robert F Port  2006 Speech sounds are articulated very quickly, i.e. between 10-15 sounds are uttered within a second. Human speech produces complex sound patterns, delivered temporally (i.e. within a timescale). Humans can recognise speech at this rate, and understand it in their own language. It is […]

Reprinting English Vowels Series

The final proofs have been sent to our litho-book printer for reprinting the English Vowels Series. The new books will be in the same format as the Tom and Bella books, i.e. 20cm square with 350 gsm covers. Some of the stories have been rewritten so that the past tense is used for narration in […]

A word without meaning is not a word

A word without meaning is not a word In the summer of 2010 the British government updated its core criteria for publishers for producers of  synthetic phonic programmes and supporting materials for teaching children to read. These core criteria, as they stood at 1st March 2012, can be found here. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/298420/phonics_core_criteria_and_the_self-assessment_process.pdf Since these criteria were introduced all children […]

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 […]

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