11 Essential Speech to Print Concepts For Teaching Reading

Teachers frequently ask me about two topics that have gained considerable attention in the realm of literacy education:

• My thoughts on Structured Linguistic Literacy AKA Speech to Print (S2P) reading programs.
• The effectiveness of a speech-to-print (S2P) approach compared to traditional or Orton Gillingham phonics.

These are complex questions, but given their relevance, they’re essential to address. To clarify, let’s first explore what speech-to-print approaches entail.

Understanding the Speech to Print Approach

What is Speech to Print AKA Structured Linguistic Literacy?

These speech to print programs incorporate explicit instruction across several areas, including vocabulary, fluency, comprehension, handwriting, writing, and spelling. Structured Linguistic Literacy has gained popularity, especially with the rise of the Science of Reading (SOR) movement. Popular programs include EBLI, Reading Simplified, Sounds Write, That Reading Thing, and Spell Links. I explored Reading Simplified and did all of the EBLI speech to print training as well as the Sounds Write program and I am so thankful for the tools it has given to me as a certified academic language therapist (CALT).

Defining Speech to Print

Speech to print (S2P), often called structured linguistic literacy, is a method where educators teach the possible written forms (graphemes) of a sound (phoneme) . Teachers help students connect their speech to the written letters first. In contrast, traditional phonics programs typically introduce the written form first and then teach the associated sound. Experts like Dr. Steve Truch, Nora Chahbazi, Dr. Marnie Ginsberg,and John Walker are well-known for advocating structured linguistic literacy.

Some Important Concepts in a Speech to Print Program

• You can spell a sound with 1, 2, 3 or 4 letters.
• There are many different ways of spelling a sound (such as the sound /ae/ in stay, rain, cake or break, for instance).
• A spelling can represent more than one sound (the spelling < ea > in the words tea, head, great).

Differences in Teaching Methods

In a traditional phonics lesson, an instructor might begin with, “What sound does the letter <A> make?” In a Speech to Print program such as EBLI, the instructor might say, “Let’s explore different spellings for the /ai/ sound.” Students then discover various spellings with guidance from the teacher, fostering a deeper understanding. You can see a video showing an initial lesson here in this article.

Clarifying Terminology

• Print to Speech: Blending sounds to form words.
• Speech to Print: Segmenting words into sounds and writing them down.
• Instructional Method:
• Print to Speech: Programs like Orton Gillingham focus on letters and sounds in isolation before progressing to reading and spelling.
• Speech to Print: Programs like EBLI prioritize speech first, guiding students to segment sounds and blend them back into written words.

Structured Linguistics Literacy

Due to the complexity of Speech-to-print terminology, some educators call it Structured Linguistics Literacy. This approach follows Diane McGuinness’s principles, which emphasize phonemes over letter names and stress the importance of linking sound identification with letter formation and reading.

Structured Linguistic Literacy Principles

1. Limit “Heart Words “

Focus primarily on introducing high-frequency words with unusual spellings, like “of,” where <f> represents the “v” sound, or a word like “the” where the <e> represents the short <u >sound.— I also introduce morphology into the teaching of high frequency words.

2. Avoid Letter Names Initially

Introduce letter names only after children understand that letters represent sounds, usually by the end of their first school year when they’ve grasped the Basic Code.—- I do not adhere to this when I am teaching the forming of letters I will use letter names, but during the decoding lesson we focus exclusively on letter “sounds.”

3. Prioritize Sound Over Print

Teach children phonemes as the foundation of the language code, starting with simple CVC words where individual letters represent sounds. —If a child can say a word they can learn to pair the sounds with symbols and this allows children to begin word segmenting and word blending early in instruction. They do not need to wait to practice these essential phonemic awareness skills tell they have learned all of the alphabets, such as a letter of the week programs of the past.

4. Focus Solely on Phonemes

Teach only the individual sounds of the language. Do not teach blends such as <bl> or <gr> because this adds useless phonological memory tasks for a child.

5. Start with a Simple Alphabet Code

Introduce an initial transparent alphabet where each of the 40 phonemes has a direct, common spelling.

6. Teach Sound Segmentation and Blending

Help children identify and sequence sounds in actual words by using letters to segment and blend, emphasizing these skills in the context of written words. These skills are integrated into each lesson daily so students get the repetition they need and time is not wasted by teaching phonemic awareness separately.

7. Incorporate Writing Instruction

Teach children how to correctly form each letter, integrating writing into daily lessons while ensuring it’s separate from phonics to avoid cognitive overload.

8. Connect Writing, Spelling, and Reading

Show children that the alphabet is a code used for both reading and writing. This is the key to multisensory instruction and the key to strengthening neural connections.

9. Focus on Accurate Spelling

Encourage phonetic accuracy in spelling. It is essential for children to see and experience correct spelling. If students spend time writing invented spelling in a journal then they will also be putting incorrect messages into the brain over and over again. If a child spells the word “they” as “thay” or “with” as “whith” incorrectly without quick feedback it sends harmful messages to the brain.

10. Advance to Complex Spelling Codes

Progress lessons to include the advanced spelling code, covering 136 common spellings and 80 sight words. Mastery of this provides a solid foundation for tackling less common spellings in context.

11. Avoid Spelling and Syllable Type Rules To Keep Cognitive Load Low – Being Trained in Orton Gillingham methods. This is problematic for many teachers and practitioners. While I know some people feel very attached to rules. I have found that most of my students make quicker progress in decoding with a lower cognitive load. I still find some of the consistent spelling generalizations can be helpful when focusing on spelling. I have articles on my website and products in my store teaching rules because I know some teachers want them and find them helpful. But I usually do not focus on these with students. Students can learn to “flex” sounds without syllable division. I do, however, introduce morphology early in instruction because it helps with spelling and vocabulary.

Advantages of Speech to Print

1. Linguistic Accuracy: Aligns closely with the complexities of the English language.
2. Efficiency: It promotes quicker learning and application. Although structured, it moves along much more quickly than typical OG programs. I find this especially true in very rigid programs such as Barton Reading and Spelling. I feel the pace is much too slow.
3. Cognitive Flexibility: Encourages adaptability in understanding varied spelling patterns.
4. Integrated Learning: Connects phonemic awareness and letter knowledge in a single lesson.
5. Comprehensive Instruction: Merges decoding skills with reading practice.

Objections to Structured Linguistic Literacy S2P

My initial reaction to the S2P method was skeptical because I have taught countless students to read using Orton Gillingham methods. I also need to emphasize that Orton Gillingham’s Methods vary widely by program. I have trained in Wilson, Barton, S.P.I. R.E. SEE and Take Flight. I have also studied Structured Word Inquiry. However, I am seeing my students read accurately, faster, and more fluently, with Structured Linguistic Literacy concepts which is my goal as a dyslexia therapist. However, I have not thrown out good spelling generalizations and other helpful decodable books and passages found in more traditional phonics programs. I do focus on sound-symbol correspondence, but I don’t ignore morphological patterns in bases (roots) and affixes.

Importance of Morphology with Structured Linguistic Literacy S2P

I focus on morphology used in Orton Gillingham programs and within Structured Word Inquiry. I don’t think that one method has to be the only method to teach reading. I still use decodable books for kids needing to learn the initial code and advanced code. I just make sure to keep the pace moving and introduce multisyllabic words and morphology earlier.

Using Decodable Texts to Enhance Structured Linguistic Literacy S2P

I have gone back to all my decodable passages and added structured linguistic literacy principles and more complicated passages to enhance instruction and provide differentiation.

Conclusion

Structured Linguistic Literacy Programs offer valuable strategies for literacy instruction. Keeping the cognitive load lower by not focusing on rules and syllable types can free up working and phonological memory for struggling readers and help them find success. When teachers and therapists allow themselves to be open to various methods of instruction, children benefit, so as a dyslexia therapist, I am thankful for Structured Linguistic Literacy. If you have questions about Structured Linguistic Literacy please contact me I would be happy to share my insights with you.

Happy Smart and Special Teaching