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The Dyslexia Paradox | Early KS1 Phonics Intervention

Speedie Readies is grounded in early identification and targeted support that aligns with the dyslexia paradox. The January 2026 pilot, delivered through our not-for-profit MySLCN CIC, will collect feedback from schools and parents. Findings will be submitted to the Education Endowment Foundation.

The Dyslexia Paradox

Preventing reading difficulties before they start


What Is the Dyslexia Paradox?

The dyslexia paradox refers to the contradiction that dyslexia can be identified long before it is usually diagnosed, yet most children are not supported until they have already experienced reading failure.


We can detect early risk for dyslexia through speech, language, and phonemic awareness indicators in the preschool years. These can be checked using the 10-Day Speech Sound Play Plan, which many Reception teachers now use before starting synthetic phonics.

Despite this, schools often wait until children fall behind before offering help.

This site exists to close that gap and to prevent the dyslexia paradox.


Introducing Speedie Readies

Speedie Readies: Preventing the Dyslexia Paradox
An early speech–print mapping intervention for Term 2 of Reception


One in five children struggle to blend or spell words containing the first taught GPCs (s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, ff, l, ll, ss) within Term 1 of Reception. These children are at risk of failing the PSC and of being labelled as having learning difficulties or being dyslexic by the end of KS1 if an intervention is not in place.
 

Speedie Readies is a short, 'word mapping with meaning' intervention that can be delivered one-to-one or in small groups. It uses:

  • Monster Spelling Piano® to master GPCs (Sound Pics®)

  • Phonemies (Speech Sound Monsters®) to link speech and print

  • MySpeekie® to strengthen phonemic awareness and working memory

  • Readers with Mapped Words® to build orthographic knowledge and independence


By the end of the first 50 books, children are self-teaching. They move from decoding to storing words automatically because they are linking speech sounds, spelling, and meaning.

Fits within Busy Classroom Timetables

Speedie Readies is a short, structured intervention designed for real classrooms. It can be delivered one-to-one or in small groups without changing existing lesson plans or timetables. Each session takes around ten minutes and can be run by a teaching assistant or teacher at any convenient point in the day. Simply set up a learning station and children go there for their session! 
 

The intervention is simple to organise, requires minimal preparation, and integrates smoothly with current phonics and literacy provision. Schools can provide immediate support for pupils struggling to blend or spell without waiting for formal identification or additional staffing.
 

Because it fits easily into the rhythm of the school day, Speedie Readies makes early intervention practical and sustainable. It ensures that help begins while it can still prevent the dyslexia paradox from unfolding.


Why This Matters

The Department for Education acknowledges that too many children are failing to reach expected literacy levels, yet the current system rarely identifies or supports those at risk early enough.

Speedie Readies provides a practical way to act on what we already know from research. By supporting children before they fail, schools can prevent the dyslexia paradox from continuing.

Join the January 2026 Pilot


For Schools and Parents


For Schools
Train a teaching assistant to deliver Speedie Readies for ten minutes per day. Access the intervention guide, mapped readers, and parent support materials.
 

For Parents
Use the same materials at home if your school is not yet taking part. Access the first twelve pre-readers online and download the Supporting Your Child at Home video and booklet.

Pilot and Evidence

Speedie Readies is grounded in early identification and targeted support that aligns with the dyslexia paradox. The January 2026 pilot, delivered through our not-for-profit MySLCN CIC, will collect feedback from schools and parents. Findings will be submitted to the Education Endowment Foundation to support wider rollout.
 

We welcome requests to get involved from teachers and practitioners in Australia who already understand Speech Sound Pics (SSP) Approach

Speedie Readies - Preventing the Dyslexia Paradox
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