Where Differences are Strengths and Every Child Belongs
DYSLEXIA WHISPERERS®: Specialists in Identifying, Supporting and Celebrating Learning Differences. Dyslexia Re-Routed! Led by The Neurodivergent Reading Whisperer®
The Early Dyslexia Screening Centre Dorset | Free Screening for Children Aged 3–7
Ask Emma Hartnell-Baker, The Neurodivergent Reading Whisperer® about Dyslexia. Email MissEmma@DyslexiaWhisperer.com
The NeuroReadies Learning Framework is delivered in person at the Early Dyslexia Screening Centre in Dorset.
The Early Dyslexia Screening Centre
📍 Our aim is that no three-year-old identified as high risk for dyslexia ever goes on to receive a dyslexia diagnosis. A diagnosis requires ongoing difficulty with reading and spelling. We offer free screening at age three.
🌱 We also offer free screening for children aged 5–7 who are finding reading and spelling difficult in KS1.
Families and schools can also use our online tools.
We offer monthly support packages. We get children reading quickly!
Emma Hartnell-Baker has set up the not-for-profit My SLCN CIC (MYSLCN.com) for social good. The organisation is seeking mainstream and specialist schools across the UK to take part in a no-cost pilot of MyWordz®, an inclusive literacy tool that includes MySpeekie®, a one-screen AAC tool. It is designed to support children who struggle with, or who are at risk of difficulties with, reading, spelling or speech.
Schools can also request a trial of the NeuroReadies Learning Pathway, offered as a 10-week intervention for children aged 5–8 who are struggling with reading and spelling. This initiative is not an adaptation of synthetic phonics and will not affect any programmes currently used in class. Instead, it provides a visual way to show the orthographic mapping of words through a series of books from the One, Two, Three and Away! series.
Highly Specialised Neurodiversity Training – £975 plus travel for a 3-hour in-house session
Delivered by the creator of the NeuroReadies® Learning Pathway, an expert in teaching neurodivergent children to read.
This training equips staff to implement the pathway so that teaching assistants can lead one-to-one sessions. It is suitable for non-speaking autistic children and is not an adaptation of synthetic phonics.
For multi-academy trusts or larger group bookings, please contact us for tailored rates. Play@MyWordz.com
1. Choose the right Speech Sound Play Plan and learn about the Phonemies, 2. Master the Green and Purple Core Code Levels, 3. Transition to Monster Mapped Words and Readers: One, Two, Three and Away! The NeuroReadies® Learning Pathway embracing nonSENse!
Personalised Non-School Alternative Provision for Primary-Age Reading and Spelling (NeuroReadies Learning Pathway)
If you are seeking Non-School Alternative Provision (NSAP) to support primary-age children with reading and spelling, book a free initial screening session with Miss Emma, the Neurodivergent Reading Whisperers®, today.
These Discovery Sessions can be face to face in West Parley or online.
If your child would not feel comfortable meeting Miss Emma, for example children with Pathological Demand Avoidance (PDA) or similar needs, the screening can be arranged in another way. Non-speaking children are most welcome.
The session is free so that we can both see whether we are a good fit. This is a partnership model and is different from anything else currently available in the UK.
We offer monthly one-to-one 'train the parent' tutoring support packages through the NeuroReadies Learning Pathway, designed to engage and celebrate children with ADHD, autism, dyslexia and other unique learning differences.
Support is provided by Level 7 SpLD Specialists, all of whom are neurodivergent and part of the NeuroReadies network. We are learning differences experts.
Book an initial free screening session online or face-to-face in West Parley.
Think your child is neurodivergent? Do not wait until they fail with synthetic phonics programmes before you reach out. Listen when your child tells you that phonics, reading and spelling are hard. Let us change that.
Teacher with learners who aren’t ‘getting’ phonics no-matter what you do? Reach out. A TA can do the work with them. The exact steps laid out in the handbook.
The teacher handbook is out! Also great for parents who are home educating.
Need help getting started? We offer Non-School Alternative Provision (NSAP) for Readies.
Get it right for your child from day one. One, Two, Three and Away!
We’d love to be a part of your journey.
I am now - personally - offering 1:1 monthly support, for a limited number of learners. Let's get them reading quickly. On average parents find two months is long enough to go it alone, and to get their child into the self-teaching phase when they simply keep reading the books!
Miss Emma
Emma Hartnell-Baker, The Neurodivergent Reading Whisperer®
• SEN Specialist (Level 7) SpLD
• Former Owner and Manager of Two “Outstanding” Nurseries
• Appointed OFSTED Inspector
• Literacy Improvement Leader (Australia)
• Doctoral Researcher (University of Reading)
Best Value
Online Tutoring for NeuroReadies
175
Every month
+£200 Month 1 Resources Inc 36 Pre-Readers
Personalised one-to-one online (global) reading and spelling support with Miss Emma.
First month includes a £200 set-up fee covering the NeuroReadies Learning Pathway hard copy and tech resources.
Valid until canceled
NeuroReadies: ADHD, autistic, gifted, dyslexia-risk learners
Suitable for parents around the world
Suitable for children aged 4 to 11
Correspond and share videos via Whatsapp
Why Do We Use the Phonemies® Family of Speech Sound Monsters and Monster Mapped® Words and Books?
Because when children read, how do they feel?
That should matter to us a great deal!
Miss Emma
Children can work out any unfamiliar word because Monster Mapped® words show both the graphemes and their sound values. By making the mapping visible at the moment of first encounter, the child does not need to rely on partial decoding, contextual clues, guessing, or memorisation. For children with good phonemic awareness, just one or two mapped exposures can secure the word in the orthographic lexicon (Ehri, 2014; Share, 1995), as speech sounds, spelling, and meaning are bonded. This supports the orthographic mapping of that word and helps children enter the self-teaching process (Ehri, 2014; Share, 1995).
As more words are securely stored in the orthographic lexicon, recognising new words without visible mapping becomes increasingly automatic. Monster Mapped® words ensure that connecting letters and sounds is never left to chance or dependent on previous instruction. Children receive the full code precisely when they need it, so every learner can move forward with confidence. Most importantly, we must always ask: how do they feel when they read? For children with dyslexia, this explicit and immediate access to the full code prevents the instructional casualties created by synthetic phonics programmes and enables independent, fluent reading.
New to Monster Word Mapping®?
Watch the 10-day Speech Sound Play Plan to see how we introduce the Phonemies® to young children. If you are supporting an older child, it still helps to read through the plan because even within those first ten days children encounter all of the Phonemies, including those found in their own names. They are not limited to the Monsters linked to the first GPCs they will learn (s, a, t, p, i, n).
Many children in Years 1 and 2 who struggle with reading and spelling can begin by learning the Monster sounds, checking they know the Green and Purple Code Level GPCs and the first set of HFWs, using the Monster Spelling Piano app. They can then move straight to the Mapped One, Two, Three and Away! books on MonsterMappedBook.com. Ask your local library to stock the books, to read the regular version after reading the mapped version! The earlier children start this intervention, the easier it is to help them become confident readers.
References
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
Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
The Dyslexia Baby Project
Dyslexia Re-Routed
There are many ways to see how very young children process language and to consider how we can best help them understand written English. To read and spell, they need to connect speech sounds to letters. This connection is the foundation of all language and literacy learning.
Even at a very young age, children can begin to isolate, blend, and segment sounds without thinking about letters, building the foundations they need to be ready.
Some children, like Claire, can show they are able to blend sounds by giving us the spoken word. We know Claire will not struggle to read and spell, regardless of how taught at school. But not all can, or choose to, speak. We must therefore learn how they process language in other ways.
Through play, we can help you understand your child’s entry points and how they are learning.
Why Screen Todders for Dyslexia Risk Factors?
Every child deserves the chance to read and spell with ease without losing their identity or the strengths often associated with being neurodivergent. Through early screening to identify learning needs and targeted teaching that matches how each child learns best, we are re-routing literacy learning difficulties before they start school. The Dyslexia Baby Project celebrates linguistic and neurodiversity and champions true acceptance of uniqueness and inclusion.
It starts with early dyslexia screening checks for two-year-olds: toddler dyslexia testing through speech sound play.
By re-routing dyslexia, we are not taking away the strengths. We are removing the difficulties by embracing learning differences. Prevention is key. We take care of the roots, so barriers to learning never take hold. This is how we avoid the dyslexia paradox. Get involved with the Dyslexia Baby Project and let's celebrate linguistic and neurodiversity!
We facilitate early dyslexia screening - get involved with Toddler Dyslexia Screening - spread the word about the SSPRI.
This is not just an issue for children at risk of dyslexia. The figures reported by library staff highlight much wider challenges across England: almost all staff (99%) see a decline in children’s enjoyment of reading, 98% report falling attainment, and large numbers raise concerns about children’s wellbeing, mental health, and communication skills. These findings show that the crisis in reading is affecting the whole population, not only those with specific learning differences, and that urgent, systemic responses are needed to support every child.
MyWordz® delivers Discovery Word Mapping for all words. Word Mapping Mastery® by The Reading Hut Ltd. Play-based Discovery Learning meets action, from birth…we find out how children learn BEFORE we start teaching them to read and spell. Before they start learning about letters and sounds with a phonic programme. They need Mapped Words®, explored with parents and teachers who are Dyslexia Whisperers!
Let's focus on understanding Dyslexic Brains. We can re-route difficulties.
Ask about Face to Face Early Dyslexia Screening in Dorset with Emma Hartnell-Baker, The Neurodivergent Reading Whisperer® Also offering online support.
Join the Learning to Listen Parent Hub
Instead of just saying something, type it in speech sounds. The words will appear, bridging speech and print while also preparing the dyslexic brain for spelling.
You can also say or type a word to see the mapping, showing which letters go together and which sounds they represent.
Mapped Words: Making the Code Visible.
Word Mapping Mastery with the MyWordz with MySpeekie tech! IPA Phonemies Bridge Speech and Spelling for ALL Brains
We screen babies and toddlers to identify children at risk of reading difficulties before formal instruction begins. We’ve set up a CIC to raise funding to offer this service free to parents and to scale it nationally.
Children do not need to be speaking, and no letters are involved.
Early screening is critical because failure, frustration, and long-term harm often stem from being taught in ways that do not align with how a child learns. One-size-fits-all synthetic phonics programmes can cause harm to many children.
Through a unique innovation shaped by neurodivergent thinking, we prevent reading and spelling difficulties before they begin. This empowers children to enjoy their natural ways of thinking and learning, without being trapped in a system that fails to support them, and then punishes them for difficulties that were entirely avoidable.
Let’s avoid the dyslexia paradox.
Todder Dyslexia Test: Dyslexia Re-Routed
Where differences are strengths and every child belongs
Emma Hartnell-Baker MEd SEN
The Neurodivergent Reading Whisperer.
Director of The Reading Hut Ltd and My SLCN CIC
I am now back in the UK and undertaking doctoral research, following ten years of supporting whole-school literacy improvement in Australia
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"Word Mapping Mastery: real orthographic knowledge, for neurodivergent minds, not just the GPCs a programme covers."
Emma Hartnell-Baker, The Neurodivergent Reading Whisperer®