There is growing discussion within literacy research about the balance between explicit and implicit learning. Researchers such as Mark Seidenberg highlight that some children benefit from carefully structured, explicit teaching, while many learners do not require prolonged direct instruction once they understand how the written code works. The challenge isn't deciding whether explicit teaching is important, but understanding how much is needed and when it should gradually reduce to allow independent learning. That is EXACTLY what you are doing when you choose Speedie Readies for your child! 
 

English has a complex and opaque orthography. Children can't rely on simple one-to-one relationships between sounds and letters. Because of this, early explicit instruction plays an important role in helping learners understand how speech connects to print. However, continuing intensive explicit instruction long after children grasp how the code works can increase cognitive load and reduce engagement. When instruction becomes overextended, it can limit opportunities for learners to develop the independence required for fluent reading and spelling.
 

Research connected to the Science of Reading recognises that children who become skilled readers enter a self-teaching phase. During this stage, learners begin to internalise patterns and store words automatically through repeated successful word mapping. This process allows them to build a large and flexible vocabulary without needing every word to be directly taught. The goal of instruction therefore isn't to teach every spelling pattern or individual word, but to provide learners with enough understanding of the written code to continue learning independently. We have found that this is at the end of the Purple Code Level. They are ready to start the One, Two, Three and Away series as they understand the concept of connecting 'letters and sounds'.  
 

The One Two Three and Away reading series effectively, and inclusively, supports this transition from explicit to implicit learning through the use of an optional Code Overlay. Within the first 52 books, children can access a full code overlay that visually shows which letters are graphemes and displays their sound value. This creates visible, linguistic phonics support without requiring additional instruction. Children can see the structure of words while reading connected text, allowing them to focus on meaning while simultaneously strengthening their understanding of how speech maps to print.
 

Alongside the fully code-mapped version, each book is also available in Code Mapped version, just showing the graphemes, and also the standard text format. This allows children to move between supported and unsupported reading experiences as their confidence develops. The overlay can be used when learners need support and gradually reduced as they begin to rely on their internalised knowledge of the code. By book 52, many learners no longer need the overlay because they have developed the independence required for self-teaching.
 

This flexible approach recognises that children don't all need the same level of explicit instruction. Instead of delivering extended direct teaching, the Code Overlay provides immediate visual access to word structure at the point of reading. This reduces cognitive overload, supports accurate word mapping, and allows learners to solve unfamiliar words independently rather than relying on memorisation or adult intervention.
 

Importantly, this model supports both reading and spelling development. Mapping words from speech to print strengthens children's ability to map print back to speech. When learners clearly understand how graphemes represent sounds within words, they build stronger orthographic knowledge and greater reading fluency.
 

Balancing explicit and implicit learning is essential for effective literacy development. Explicit teaching provides the foundation children need to understand how the written code works. Access to meaningful reading experiences, supported by optional visual code mapping, allows children to practise, consolidate, and internalise this knowledge. When instruction is delivered efficiently and support is available as needed, children are more likely to become confident, independent readers and writers.
 

The One Two Three and Away series demonstrates how explicit knowledge can be embedded within reading materials rather than relying solely on direct teaching. By making the code visible during early reading and allowing support to fade naturally, it provides a bridge between structured instruction and independent self-teaching. Importantly, children become readers when they become excited by reading itself, emotionally connecting with the characters and talking about the stories long after they’ve finished reading them. Nothing like this is available anywhere else in the world!