**4.1 Methods linking phonic analysis, visual memory for strings of letters and words and sequential working memory for written words, phrases, sentences and paragraphs here**

#### *4.1.1 Methods to develop rapid processing and working memory for words*

The aim at each level in Child H's writing and spelling fluency programme was to link the development of phonic analysis, working memory for individual words and sequential working memory skills. This would be done using methods which combined phonological referencing and phonic analysis with use of Child H's strengths in visualisation as well as in visual memory.

Phonological referencing and phonic analysis would be used as a means of coding the sequences of letters used in representing sounds in individual words and sequences of words. Visualisation and revisualisation would then be used to develop working memory for individual words and sequences of words.

This was done at each of the stages in Child H's writing and spelling fluency programme, as described in the sections following.

### *4.1.2 Stage one in child H's writing and spelling fluency programme: using phonological referencing to code and recode phonic associations*

Stage One of Child H's writing and spelling fluency programme involved a process in which:


As Child H had phonological difficulties affecting the development of his phonic skills, the aim was to develop his phonological and phonic abilities, while at the same time developing the sequential working memory integrities necessary to store individual words as well sequences of words in working memory. This was done by working with rhyming words in the context of single sentences, and then with sequences of sentences.

At this stage Child H's working memory for individual words was tested orally and in writing. His sequential working memory for words was tested through dictation of the words he had revisualised in sequence. Any words on which spelling errors were made were then relearned using occlusion (Note 17).

*4.1.3 Stage two in child H's writing and spelling fluency programme: increasing the transparency of written English through use of a seven vowel phonic analysis system*

Child H's phonic inventories indicated that he made many errors on words based on long vowel sounds. He also had difficulties with remembering the sequences of letters used to represent long vowel sound in words. These difficulties affected his ability to write and spell fluently in the classroom.

Child H had been taught at school through use of word families and weekly spelling tests, but had difficulties in retaining and remembering the words he had been taught. For this reason in Stage Two of Child H's writing and spelling fluency programme he was taught using a Seven Vowel Phonic Analysis System designed to increase the transparency of written English.

The logic of teaching seven as opposed to five vowels was based on the consistencies in the way the English language is written down on paper. Phonological referencing was used to teach Child H that the two main consistencies are that:


Child H was then shown that there are also other consistencies in the way the English language is written down on paper, as follows:


This was the logic applied in the Seven Vowel Phonic Analysis System, which was taught using Phonological Referencing based on two simple rules:

