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Comprehensive instruction for use by tutors and education support teachers teachers.

BRI-ARI’s uncomplicated structure and straightforward directions allow specialist tutors and SENCOs to teach virtually all pupils  to read, including those with significant instructional challenges.

“I really have come to the conclusion that the reason some children do not progress is because we do not always practice

until the skill is mastered…Some kids need a huge amount of repetition to learn, and often we as teachers can’t bear not 
to move on.”
Reading Tutor

Special needs teachers, class teachers, education assistantss and volunteer parents can be confident that, with daily sessions, functional literacy becomes the norm. Assess the correct starting point with the PERFORMANCE INDICATORS (see Getting started) , allow time for minimal briefing – and straight into reading!

The simplicity of story-line and syntax, the gradual and cumulative exposure of the Alphabetic Code,  with repetition of phoneme/grapheme in different parts of a word, means that struggling pupils should  never  encounter  a memory load too big to handle. The instruction  instils the skill of blending to automaticity.

BRI is planned to  minimise memory load - delayed introduction of less common consonant sounds – x,z,g,,j –  introducton of  visually confusing letters, 'b' 'd' is kept apart

The optimal instructional starting point for pre-primary, reception, prep and  SAER children  (students at educational risk)   will normally be at the beginning – BRI 1, Book 1. Only  five letter/sound correspondences are involved and  children experience success by  reading and  understanding  the plot of an entire book. This focus on few sounds and words is a great confidence builder.

From the first title, BRI incorporates simple punctuation, including capitals and  speech marks which help to promote understanding, expression, and fluency. Such precise attention to detail is particularly helpful for language-impaired children. Systematic decoding practice helps to promote good articulation and the repetition of words enhances verbal understanding and fluency. The instruction to re-read the books is an additional boost to comprehension and fluency.

Classroom tutors and special needs teachers should note the following to ensure that every individual child is progressing:

  1. Does the child remember code?

  2. Does he/she use learned code to sound out unknown words?

  3. Is each child slowly going to fluency, that is sounding out fewer and fewer words? Children should be almost fluent at the end of each set.

  4. Does every child automatically use the protocol (‘Say the sounds and read the word’) when encountering a word he/she cannot read?

  5. Are all faulty and distracting reading strategies eliminated:
    i. guessing
    ii. cueing from the first letter
    iii. reversal of words due to erratic left-to-right directionality i.e. saying ‘saw’ for ‘was’
    iv. inattention to the decoding process i.e. saying ‘this’ for ‘that’?

    No child should be encouraged to go ‘steaming’ ahead using faulty strategies. Once embedded, it is far harder to rectify these:
  6. Ask the child to choose a  previously read book to reread with expression.
  7. SPELL STUDY lists give additional  practice is focused on words that have proved difficult to read and words that include any forgotten sound/letter correspondences.
  8. Use the Notched Card ‘Slider’ (see Getting started) and insist on the ‘sounding out’ protocol.

Simple story questions accompany each book. It quickly becomes apparent which children gain most benefit from the story questions.

BRI-ARI can take a child from pre-primary to a beginning grade 3 reader,

For information on the SPELL books, (see Ordering).