Madam Word is based on the most recent research on learning how to read and spell, and on the difficulties it can bring. It is designed so that children can evolve at their own pace and learn the needed skills to read and spell words. This application considers the required abilities and the cognitive skills children need to progress, as well as provides verbal feedback to support learning. In addition, the various offered activities enable children to learn through action. It is important to note that the use of this application can in no way replace the explicit teaching of reading and spelling.
Madam Word mostly targets children aged 6 to 10 years old; certain games can be appropriate for children aged 5 years old.
Madam Word offers seven activities to develop the necessary abilities to learn to read and spell, namely phonological awareness and orthographic memory. In terms of phonological awareness, special attention was placed on phonemic awareness acquisition; this ability necessary to learn to spell is problematic for children at risk of presenting learning problems. Each phonological processing activity offers increasing levels of complexity.
Madam Word can also serve as a rehabilitation tool for children presenting with learning difficulties with reading and spelling. Rehabilitation will consist of developing lacking processes, while strengthening those already functional.
The words chosen in different activities are based on characteristics of the English writing and phonological system, their frequency of use, as well as the possibility to illustrate them. Every person who intervenes with children (speech-language pathologist, special education teacher, teacher, parent) can greatly benefit from this application.
All activities relating to thinking about and processing sounds as opposed to their spontaneous use in communication activities. Phonologically, this reflection relates to the fact that the language contains a series of meaningless, manipulable, and combinable sound elements. Certain phonological awareness skills only develop by the formal learning of writing or from explicit instruction. Their mastery is revealed essential for a competent reader and speller.
Relationship between the sounds and their written form, the letters.
Consonant sound produced by partially obstructing the airflow from the larynx (l, r, f, v, s, z, sh, g [soft], h, x)
Assembly of phonemes. For example, the word as is formed by blending the two phonemes a and s.
Assembly of syllables. For example, the word shovel is formed by merging the syllables sho and vel.
The smallest written unit in a word. In our alphabetical system, the grapheme is the letter or group of letters that is used to represent each phoneme in a word. For example, the word spoon is made of four graphemes (s, p, oo, n). The number of graphemes always corresponds to the number of phonemes in a word.
Set of orthographic knowledge on graphemes, written syllables, and words.
Word containing a phoneme that can be represented by two different graphemes. For example, in French, the o sound can be represented 46 different ways (o, au, eau, eaux, eault, ho, etc.)! Comparatively, in English, the long o sound can be represented six different ways (o; oa; oe; ough; ow; o - e, i.e., o in the middle of the word and e at the end of the word).
Word that does not meet the phoneme to grapheme rules, for example the word woman.
Consonant sound produced by a full obstruction of the airflow from the larynx (p, b, m, n, ing, t, d, k, g [hard], ch, j).
Smallest word unit. For example, the word school has four phonemes, s, ch, oo, l. In our alphabetical system, the phoneme represents a grapheme’s sound.
Nonword that respects the rules of language, for example, mable.
Ending of a syllable or word. The rhyme consists of the vowel - and sometimes of the consonant - of the word’s last syllable. For example, the rhyme of the word ball is all.
Cutting a word into syllable units. For example, the word tomato can be divided into three syllables, to, ma, to.
Group of phonemes that a word naturally breaks into when we pronounce it. For example, the word lemon breaks down into two syllables, le, mon.
Learning to read and spell is a long, complex process that necessitates many skills (memory, attention, and language). This learning is essential because it determines all other learning. For about 25% of children, this can represent a true challenge. To help children, whether or not they experience challenges, it is important to fully understand the processes involved in this learning.
Theoretical models allow systematizing the reading and spelling learning process. They mainly argue that two processes are essential to becoming a competent reader-speller, mainly phonological and orthographic processing.
Phonological processing (also called the nonlexical or sublexical route), the ability to learn the correspondences between letters and sounds, is what makes a child able to decode and write words that are unknown to him. For example, at the beginning of the first year of schooling, a child does not yet know how to read. To read the word cat, the child will first proceed by segmenting each of the word’s letters (c→/c/, a→/a/, t→/t/) to then blend the phonemes (sounds) that they make. The learner is continuously exposed to written unknown words, and will therefore mostly use this process during the first two years in school.
This process requires good phonological awareness skills (see the “Phonological Awareness” rubric).
Orthographic processing (also called the lexical route) allows reading words by the global recognition of the sequence of their letters and to write all graphemes, the written syllables and words, whether they are regular, exceptions, or irregular. However, to spell words in-line with the established rule (lexical form), a child must have precisely memorized the letter sequence of those words, their “visual form”, and access it within their spelling lexicon. This requires a good lexical memory.
Many cognitive abilities are essential to learning the written language (phonological awareness, visual attention, lexical memory, etc.). Their role varies according to the size of the writing system’s units and the degree of consistency of the grapheme-phoneme correspondences.
In alphabetical systems said to be transparent, such as Italian and Spanish, knowing the entirety of phoneme-grapheme correspondences alone enables the reading and spelling of almost all words using phonological processing. In these written systems, phonological awareness plays a major role. In contrast, in alphabetical systems said to be opaque, such as French and English, the knowledge of phoneme-grapheme correspondences is insufficient to the reading and spelling of words, as the knowledge of those words that cannot be sounded out is also necessary.
Both languages largely solicit lexical memory. In both written systems, we have to have memorized over 50% of words to spell them according to the norm. In the English written system, while we can spell accurately about 50% of words by phoneme-grapheme correspondence alone, if only one sound is considered (generally the vowel), another 36% of words can also be spelled accurately by phoneme-grapheme correspondence alone.
Whatever the writing system, learning to read requires good visual attention skills and lexical memory.
Phonological awareness is the ability to analyze and manipulate units (sounds, syllables, oral rhymes) that words are made of. It plays an essential role in reading and spelling because it enables the development of the lexical process. Research has shown that children presenting phonological awareness difficulty in kindergarten are more likely to show difficulty learning to read. In addition, numerous studies have shown that a phonological awareness deficit was at the origin of the written language disorder in a group of children with dyslexia-dysgraphia (Stanké, B. et Lefebvre, P. (2016). La dyslexie-dysorthographie phonologique. Dans Stanké, Les dyslexies-dysorthographies. Presses de l’Université du Québec. Collection « Éducation Intervention »).
To properly prepare children to learn to read and spell, it is therefore crucial to develop their phonological awareness before the formal learning of reading and spelling. Developing this ability while teaching the names of letters as well as the phoneme-grapheme correspondences gives better results than training based solely on the development of phonological awareness.
Challenges with phonological awareness will lead to challenges using phonological processing to read and spell.
Lexical memory is the ability to encode, store, and recall orthographic knowledge (graphemes, written syllables, the specific spelling of words). This ability enables the development of the spelling process to read words as a whole and spell words in a conventional way, without using phonological processing.
It is necessary to possess a good lexical memory to memorize the associations between simple (/a/→a, /b/→/b/, etc.) and complex (/u/→ou, /ɔ/→on, etc.) phonemes and graphemes, and mostly to remember the spelling of the 50% of words that cannot be sounded out, like the words right and enough.
A child absolutely needs a good lexical memory to become a competent reader and speller. A deficit with this memory leads to challenges learning to read irregular words as well as trouble learning lexical spelling.
Reading consists of the visual analysis of words, during which eyes move from left to right while staring at the written words for a few milliseconds to process information. Good perception and good visual attention are thus essential to enable, amongst other things, the recognition of words in one single fixation, and the discrimination of mirror letters (b/d, u/n, etc.) and of letters with a similar form (m/n, t/f, etc.).
Moreover, several studies attest to the importance of visual attention abilities, and more specifically to the visual attention span, in learning written language (Stanké, B. et Lefebvre, P. (2016). La dyslexie-dysorthographie phonologique. Dans Stanké, Les dyslexies-dysorthographies. Presses de l’Université du Québec. Collection « Éducation Intervention »). The visual attention span corresponds to the number of letters that the reader can extract and process during a single visual fixation. Through exposure to the written word and the acquisition of orthographic knowledge, the number of letters that a child can aggregate in one fixation would increase, resulting in increased reading speed. A reduced span would interfere with the reading of words and nonwords. Learning lexical spelling would be affected, less strongly than learning to read.
At the beginning of the reading and spelling learning process, a child mainly uses phonological processing. The child solicits phonemic processing to read and spell words. For example, to read the word tomato, the child will begin by decoding it, which means to merge each sound of the letters which make it up, or t, o, m, a, t, o.
Gradually, the child will go to syllabic processing to decode or spell simple words. So, to read the word lavabo, the child will merge the syllables to, ma, to. However, for complex words, for example the word laugh, the young reader will use phoneme blending.
It is only by the end of Grade 1 that the child will systematically use syllabic processing to read and spell the words that are unknown to him, whatever the words’ structure. An orthographic lexicon then begins to be created. The spelling of complex graphemes is adequate.
In Grade 2, phonological processing remains the most requested approach in reading and spelling. However, the child begins to use orthographic processing to read functional words (and, with…), personal pronouns (I, you, he…), possessive adjectives (my, your, our…), demonstrative adjectives (this, that, those…), some verbs (was, are, be…) and some frequent nouns and adjectives (word, water, different…). Consonant blends remain problematic, for example, the br in broom.
In Grade 3, the child recognizes 50% of irregular words. Only then, to spell the words, will the child use infrequent or nondominant graphemes, for example the ph in pharmacy. It’s only in Grade 4 that the child will respect contextual rules.
Before the child starts using the application, it is important to introduce Madam Word and all the characters who surround her. It is with these characters that the child will acquire the different skills necessary for him to learn reading and spelling.
By its morphology, Madam Word allows the child to understand the distinction between the different notions relating to writing, namely the concepts of word, syllable, and sound.
Continue by presenting the main characters of Madam Word's country:
“Welcome to Madam Word’s city. It’s a very funny world where the inhabitants really have their heads in the clouds! The mailman keeps mixing up his postcards. Jen laughs about it, but Jim gets grumpy. Mr. Mixup isn’t able to clean up his mess, and all his things end up on the sidewalk… The young Words are coming out of school, but will they be able to find their way home? Madam Word and her babies want to go home, but the babies don’t have a bus card! And other young Words are very nervous for the diving competition! Madam Word is working at the library and she’s overwhelmed.
Phew! Let’s go!”
The games available enable a child to develop the needed cognitive abilities to functionally use both reading and spelling processes, the phonological and orthographic processing.
Activities in each game are presented in increasing order of difficulty level so that the child can progressively learn the studied skill. Note that the application does not impose the order of the activities; the adult can dictate their choices if desired. The new abilities can be consolidated, generalized, and automated by the systematic repetition of various activities.
“Like every morning, Mailman Word is distributing the mail. Passing in front of Jen and Jim’s homes, he drops their mail in a puddle. Oh no! The water erased all the addresses! Mailman Word is in trouble now.”
How will Mailman Word tell the postcards for Jen apart from the postcards for Jim? He needs your help! Complete the word that was partly erased. You have the choice between the sound e like in Jen and the sound i, like in Jim. If you hear the sound e when the word on the card is pronounced, then the card belongs to Madam Jen. If you hear the sound i, then the card belongs to Jim. For the card with the word net, for example, select the sign that has the letters e, to make the sound e. Drag the sign to the word to complete it. Next, click on Jen’s mailbox to tell the mailman your choice. He’ll then place the postcard in the right mailbox.
Target sound in word medial position (without consonant blends): pin, fin, tin, sit, bill, windy, shin, win, zip, lip, net, ten, fell, bed, bell, pen, pet, men, wet, jet, red.
Target sound in word initial position (including final consonant blends): igloo, iguana, ink, in, insect, ill, itch, inch, infant, elephant, echo, exit, egg, elf, exam, elk, end.
Target sound in word medial position (with consonant blends): step, nest, best, rest, smell, melt, sled, wrist, skip, ship, drip, clip, skin, flip, clip.
Madam Word and her babies spent the day at the park. They’re taking the bus home. Get bus cards for the Word babies. Hurry up, the bus is coming!
The young Words, Sue, Ben, and Jake are walking home from school all alone. They’re afraid of getting lost! Help them find the way!
Let me introduce you to Madam Word country’s funniest character, Mister Mix-up. He is Jen and Jim’ neighbour. Poor Mister Mix-up! He got his nickname after falling on his head and becoming very, very, very distracted. He does everything upside down! His house is upside down! He eats upside down! He begins all his meals with dessert. Most of the time, he gets up at night and goes to bed during the day! And, most incredibly, he reverses everything when he speaks. That’s why we call him Mister Mix-up."
“Young Word is making his way home after school. Like every day, he passes in front of a very strange home, belonging to Mr. Mixup. This funny character has decided to do some spring cleaning. But since he’s so distracted, he opened the window instead of the cupboard, and threw all his things on the sidewalk.”
The activity related to this funny character aims to develop the working memory. This memory is of particular importance when children start to learn to read and spell. It allows them to temporarily store a word’s sounds or syllables while decoding or spelling it. For example, to read the word baby, at the onset of learning, children will use the decoding process, i.e. matching the first letter of the word, b, to its corresponding sound, /b/. They will store this first sound in their working memory, while decoding the second letter /a/. Then, they will merge the first sound, /b/, to the second, /a/. They will store the fruit of this fusion /ba/, in their working memory while decoding the other letters in turn to finally form the word /baby/.
seven, baby, winter, walking, panda, letter, soccer, tiger, happy, dinner, second, baseball, window, watching, panther, ladder, saucer, timer, heavy, dishes, oven, belly, water, wallet, daddy, water, kermit, finger, pizza, runner, lemon.
Today is a BIG day! It’s the young Words’ first high diving competition. They’re super nervous! To reassure them, go with them to the diving board when their names are called.
Level 1 VC/CV (fricative sounds): un, af, em, uz, ov, im, ef, aj, om, ne, si, fa, vo, zu
Level 2 CVC (fricative sounds): vas, nuf, sem, nif, wof, raz, sov, nim, saf, fez
Level 3 VCC (fricative & plosive sounds): isk, ost, amp, ond, ent, olf, usk, isp, aft, iln
Level 4 CCVC (fricative sounds): frav, sliv, snaz, flez, frex, flin, snuv
Level 5 VC (plosive sounds): op, ib, ek, ut, ag, ub, apet, og, id
Level 6 CVC (plosive sounds): pok, tuv, tik, gup, bem, dep, pag, kig, pek, tog
Level 7 CCVC (plosive sounds): claf, dask, blop, plem, spig, stum, crim, blov, crev, glif
Level 8 CVC (with digraph): chel, shum, thif, chaz, thep, hoth, fash, gach, neth, sosh
Madam Word’s favourite hobby is reading. That’s why she works at the library. She has a lot of books to put away and needs your help!
Madam Word has some trouble with reading and spelling. She mixes up the letters b and d. This is completely normal! If you look closely at these letters, you’ll see they are almost identical. The letter b is written with a circle to the right while the letter d is written with a circle to the left. It’s the only difference we see when we look at them.
Level 1 (initial b/d): bee, back, barn, bear, bath, bat, baker, beach, boy, bus, book, bug, bag, bike, boot, big, button, bow, bowl, bye, bark, beetle, desk, domino, dolphin, dig, dog, dig, dark, duck.
Level 2 (final b/d): tub, cob, cab, knob, sub, web, robe, rob, job, rib, lab, cube, tube, hide, head, mud, pod, kid, food, toad, ride, read, road, seed, load, lid, wood, salad.
Level 3 (initial consonant blend): block, brown, blue, black, blanket, brush, brick, branch, brain, dragon, drain, drip, drum, drink, dream, dress, drill, drive, dance.
Level 4 (final consonant blend): table, cable, fable, tumble, marble, stable, cubs, tubs, jobs, subs, webs, orb, word, card, cord, board, sword, yard, hard, herd, award, guard, lizard, wizard, end, bend, send, wand, pond, wind, hand, band, stand, land, hound, round, sound, candle.
Level 5 (medial b/d): robot, cabin, robin, cowboy, label, above, notebook, radish, radio, soda, body, ready, medal, video, judo, cloudy.
Level 6: (consonant blend within the word): orbit, eyebrow, crab, album, cymbals, basket, zebra, cauldron, children, eyedrops, laundry, raindrop, window, sandals, candy.
Word Pond: Graphemes
Goal: Develop orthographic processing.
It’s a hot day. The young Words are going swimming, but the pond is full of all kinds of objects hidden under lily pads. Help the young Words clean the pond so they can go swimming!
“b/d” Family: ball, bath, balloon, bench, boat, bee, back, barn, bear, bath, bat, baker, beach,, boy, bus, book, bug, bag, bike, boot, big, button, bow, bowl, bye, bark, beetle, desk, domino, dolphin, dig, dog, dig, dark, duck, dragon, drain, drip, drum, drink, dream, dress, drill, drive, dance.
“m/n” Family: man, mad, map, mop, mitt, mud, mosquito, mother, machine, moustache, math, milk, mango, magic, music, night, nest, new, note, neck, nut, nail, nurse, noisy, noodle, number.
“p/q” Family: pot, pen, pig, paint, piano, pup, pea, pie, pin, pan, pool, park, paint, push, pear, palace, panda, pants, pedal, police, parent, parachute, quick, quiet, queen, quake, quilt, quack, quiz, quay, quill.
“s/z” Family: sad, sock, sit, sand, soap, soup, see, sky, saw, ski, sofa, sink, seal, sing, star, dinosaur, dresser, baseball, bracelet, princess, horse, bus, house, dress, mouse, zoo, zip, zero, zap, zed, pizza, dizzy, lizard, wizard, kazoo, freezer, desert, magazine, bees, nose, keys, eyes.
Word Pond: Phonemes
Goal: Develop orthographic processing.
“f/v” 1 (initial/final word positions):
“f/v” 2 (medial sound position):
“f/v” 3 (consonant blends):
“t/d” 1 (initial word position):
“t/d” 2 (final word position):
“t/d” 3 (consonant blends in multiple positions):
“p/b” 1 (initial word position):
“p/b” 2 (medial & final word position):
“p/b” 3 (consonant blends):
“k/g” 1 (initial & final word position):
“k/g” 2 (medial position):
“k/g” 3 (consonant blends):