Comprehensive instruction for use by tutors and SEN teachers.

“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

BRI-ARI’s uncomplicated structure and straightforward directions allow specialist tutors and SENCOs to teach virtually all pupils in their care to read, including those with significant instructional challenges. SENCOs, class teachers, TAs and volunteer parents can be confident that, with daily sessions, functional literacy becomes the norm. Briefing should take only a few minutes. The requirements are to assess the correct starting point with the PERFORMANCE INDICATORS (see Getting Started) select the appropriate beginning point, allow time for minimal briefing – and straight into reading!

The simplicity of both story-line and syntax, and the focus on a gradual and cumulative exposure of the Alphabetic Code, together with repetition of phoneme/grapheme in different parts of a word, means that struggling pupils ought never to encounter a larger new-memory load than he/she can handle. The instruction rigorously and systematically instils the skill of blending to automaticity.

BRI is planned with a delayed introduction of less common consonant sounds – x,z,g,j – in order for there to be a smaller memory load to handle. The introduction of the letter/sounds – b and h – which can be visually confused
with d, are also delayed.

The optimal instructional starting point for SEN children will normally be at the beginning – BRI 1, Book 1. Children with learning difficulties have had long experience with reading failure. As initial books involve only five letter/sound correspondences, children read, really read and can understand the plot of an entire book. This focus on few sounds and words is a great confidence builder and that confidence is well-founded: 'I Can Read!'

Children entering reception class with impaired language and listening skills are increasing in number. From the very first title, BRI incorporates simple punctuation, including capitals, speech marks and possessives 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 less and less words? Children should be almost fluent at the end of each set.

  4. Does every child automatically use the protocol (‘Sound, sound, say 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:

    Points 1.3.5. Ask the child to choose 2-3 previously read books to reread with expression. When using the SPELL STUDY lists ensure that practice is focused on words that have proved difficult to read and words that include any forgotten sound/letter correspondences.

    Points 2.4. 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.

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


If a child can initially handle more advanced instruction, the PERFORMANCE INDICATORS (Placement Tests) should be used.