Speech, Language and Communication

The Delphi Dyslexia panel highlights phonological processing difficulties—including phonemic awareness, phonological working memory, and processing speed—as core features of dyslexia. The definition also acknowledges that broader language difficulties, such as vocabulary and oral comprehension, can contribute to literacy challenges.

However, this does not mean that non-speaking children are at greater risk of struggling to read and spell — provided they are supported with Phase 1 with Phonemies and the accompanying tech. These tools ensure access to the sound system of English in ways that do not rely on spoken output, giving non-speaking and neurodivergent learners a fair and empowering start.
 

Phase 1 with Phonemies is designed to help Reception teachers quickly identify children who are what we call 'red alerts' — those at high risk of struggling to learn phonics — and to offer targeted intervention before synthetic phonics begins. The tech continues to support children as they transition into phonics instruction, and can also be used independently to explore the mapped One, Two, Three and Away series, sparking meaningful discussion and engagement.
 

We recommend incorporating rich oral language sessions following the 10-day plan. These might include role play using the Story People dolls, as well as box work and modelling activities, such as building their own houses — all designed to deepen comprehension and language use through imaginative play. Run these separately from your phonics sessions to ensure focused and purposeful language development.