Seeing the phoneme–grapheme mapping in the 36 Pre-Readers and 16 Introductory Readers won’t matter to some, but it will be life-changing for the one in four at-risk children with weak speech sound processing skills, including phonemic awareness and phonological working memory.

We don’t wait. We don’t take chances. We want every child to read with ease and enjoy it. 

This is an upstream approach to preventing the Dyslexia Paradox.