The Word Mapping Formula
Learn the Mathematical Formula for Mapping Words Bidirectionally
Mapped Words® : Every word can be MÆPT
Emma Hartnell-Baker’s brain is a Word Mapping Machine! Give her any grapheme and she can identify the corresponding phoneme using the relevant jurisdictional standard, including British English, Australian English and American English. She can also isolate the phonemes in a child’s own accent and map those sounds to the graphemes representing them.
Emma Hartnell-Baker: Bidirectional Word Mapping in Action
Emma Hartnell-Baker is a leading expert in bidirectional word mapping in action and the developer of The Word Mapping Formula. Her work focuses on the practical mapping of spoken phonemes to written graphemes, and written graphemes to spoken phonemes, so that every word can be mapped mathematically.
Emma Hartnell-Baker’s brain is a Word Mapping Machine! Give her any grapheme and she can identify the corresponding phoneme using the relevant jurisdictional standard, including British English, Australian English and American English. She can also isolate the phonemes in a child’s own accent and map those sounds to the graphemes representing them.
Emma developed an algorithm for bidirectional word mapping and is using this work to extend the Code Mapping® Tool, applying The Word Mapping Formula to launch The Word Mapping Tool as a more comprehensive way to show Mapped Words® in the way education departments expect. The Word Mapping Tool will be available to teachers so they can check the mapping of any word, according to their jurisdictional standard, in either direction, throughout the school day.
If teachers don’t know how a word maps, they can’t quickly show the code when a child needs support. This is often why teachers give letter names instead: they either don’t know how to map the word or don’t realise that it can be mapped.
Every word can be mapped.
Show the Code!
Thank you, Innovate UK, for funding Miss Emma's Word Mapping Work. The potential uses are widereaching.
Its uses extend far beyond checking how a word maps. The same bidirectional word-mapping technology can be used to:
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Show the Code for any word, so teachers can immediately see the phonemes and corresponding graphemes.
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Check teacher knowledge, including whether teachers can identify phonemes and graphemes according to their jurisdictional standard.
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Adapt mapping for accent, identifying the phonemes a child actually uses and how these correspond with the written word.
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Support reading, moving from graphemes → phonemes → spoken word.
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Support spelling, moving from spoken word → phonemes → graphemes.
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Identify difficulties with word mapping, including through Dys-Code® assessment technology.
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Support non-speaking children, using Phonemies® to represent phonemes without requiring the child to produce them orally.
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Power assessment technology, analysing how children and adults map speech and print in either direction.
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Support research, providing a consistent way to record and analyse phoneme–grapheme mapping decisions across words, speakers and accents.
At the centre of all of this is The Word Mapping Formula: Every word can be mapped (/mæpt/)
Most teachers understand why their education department expects them to identify the phonemes in words and the graphemes that represent them. What is less widely understood is that this knowledge is needed for every word, not only the words or grapheme-phoneme correspondences taught within a phonics programme, and that it is needed from print to speech AND print to speech.
"Here is an English breakfast."
Easy to read this sentence for the first time; far more difficult to spell.
Most children can learn the Core Code through phonics lessons or the Monster Spelling Pianp app and then apply Set for Variability when reading.
They weren't taught ‹E› for the same sound as ‹i› in English, but they can figure out the word from context by switching the sound value.
That's relatively easy when reading. It doesn't work when spelling.
When spelling an unfamiliar word, children can't see the letters they need to reconsider. They need access to the mapping at the time of need.
SHOW THE CODE.
Teachers need this too. It makes visible just how much of the alphabetic code isn't taught explicitly. But teachers don't need to teach all of it, or know every mapping themselves.
MyWordz® Bidirectional Word Mapping Technology does that for them.
The code they need. The word they need. At the time they need it.
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