Icon Lessons


An inspection of the practical soundness of the icon methodology as an
approach to acquiring literacy skills.


unisensory and morphological methods which he referred to as the
icon-meaning approach he had developed during his doctoral research at
the University of Aston, Birmingham in the 1970s. He challenged me,


pre-inspection documentation, it contained a flavour of the background
to the icon-meaning system. One such paper was a copy of a press
release from The British Psychological Society who had invited Neville


by Dr. Neville Brown (Maple Hayes School for Dyslexics,
Staffordshire). He has developed an icon-meaning system whereby
pictures are assigned to letter strings. His methods are likely to be


advocacy of remediation via the use of a "unimodal" (visual) teaching
method based on morphographemic units, actions and "Icons" has
considerable appeal. If this approach enables children to avoid the


task was to evaluate classroom practice and to trace the influence of
the work done in the icon lessons on subject teaching. The inspection
team spent a total of seven inspector days in the school making their


quality of learning and was not intended to make specific judgements
about the Icon Method. However, my observations at the time indicated
that, soon after entry, pupils became motivated by their learning and


Since that inspection there have been several significant developments
in the management of the linkages between the icon approach and the
subjects of the school curriculum. Central to these has been the


appointment of a Coordinator to liaise and plan with subject leaders
how icons can become the catalyst for the delivery of subject content.
This has resulted in the permeation of icons, in an even more


how icons can become the catalyst for the delivery of subject content.
This has resulted in the permeation of icons, in an even more
systematic and integrated way, throughout the curriculum.


concepts in curriculum content based upon their understanding of word
meaning through icons.


In essence, the icon method used in subject teaching is based upon
sound communication between subject teachers and the icon Coordinator.


In essence, the icon method used in subject teaching is based upon
sound communication between subject teachers and the icon Coordinator.
Initially, discussions evolve around the specialised vocabulary to be


used in the subject teaching. This information is collated and subject
requirements discussed with the teacher introducing icons. All of the
icons required will have been covered by the week preceding the


requirements discussed with the teacher introducing icons. All of the
icons required will have been covered by the week preceding the
lessons and topics.


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[2_left.gif] Icon Lessons [2_right.gif]


The icon lessons observed took two distinct forms.


approach is very well received by the pupils. Pupils demonstrated,
both in icon lessons and in curriculum subjects, the usefulness of the
approach to spelling and the concepts of word origin which they


Basic literacy lessons are delivered daily and are used to practise
and reinforce the icons learned in the icon lessors. These lessons are


and reinforce the icons learned in the icon lessors. These lessons are
co-ordinated and time-tabled to occur at the start of each day. They


prove to be a useful reminder and reinforcement of the conceptual work
contained within the icon lessons themselves and are used to provide
community cohesion and ownership of the methodology. They are also a


During the lessons pupils are questioned on the semiology and meaning
of icons and this is followed up with written tests. Cloze worksheets,
devised by the teachers are used for testing and reinforcement.


indications of the cognitive growth and development which under-pins
the icon approach. It will be very easy to dismiss a serious approach
to teaching literacy skills because of a lack of understanding by the


teachers in the team demonstrated a good understanding of the
strengths of the icon method and were able to conceptualise what was
happening in the classroom. My less well informed colleagues in this


skills. In one lesson, for example, the novel Animal Farm was being
revised and summarised by the pupils. In this lesson icons were used
systematically and effectively to aid the spelling of individual


Icons are used to help visualise the processes required for
manipulating numbers. This is then represented as a two dimensional


and was designed to provoke clarity of thinking in pupil responses.
There was little evidence in the lesson of direct reference to icons,
but pupils used a variety of strategies, which had been evident in


but pupils used a variety of strategies, which had been evident in
subjects where icons had been used, to reason why a correct or
incorrect solution had resulted and alternative approaches to the set


In geography, icons were used to teach an understanding of
plate-tectonics and earthquakes. The lesson opened with a revision of


plate-tectonics and earthquakes. The lesson opened with a revision of
the relevant icons and associated morphemes and percepts. Pupils
demonstrated good knowledge of both the icons themselves and the


the relevant icons and associated morphemes and percepts. Pupils
demonstrated good knowledge of both the icons themselves and the
built-up concepts developed with them. They worked hard throughout and


knowledge and understanding of a complex topic and this appeared to be
integral to the concepts developed through the icons.


New icons were presented in the second part of the lesson to develop
the range of concepts further.


Another lesson on the same topic included an opening phase where icon
cards, in their appropriate colours, were given out to assist word


method used for developing understanding through the derivation of
words learned during the icon lessons. Teacher and pupils were
enthusiastic and both performed at high levels of expectancy and


and the defensive patterns used to negate them. The lesson began with
a resume of the appropriate icons followed by a clear explanation of
their use. Time management was a strong feature of the lesson which


written accounts. The inspector in this lesson was impressed by the
recall of the word mobility which had been taught during an icon
lesson some two months previously and had remained secure over that


Another history lesson dealt with the registration of births. Icons
were used to develop concepts about the registration and certification


One of the chemistry lessons observed immediately followed the icon
lesson that related to it. This was an excellent example of the


showed a good grasp of the burning of magnesium and related this to
what they had learned in the icon lesson. The teaching was good,
demonstrating high expectations of work and behaviour with the teacher


Although the chemistry teacher is relatively new to the system, she
demonstrated appreciation, knowledge and understanding of the icon
approach. Before she took up the position, Dr. Brown had gone through


approach. Before she took up the position, Dr. Brown had gone through
the icon methodology very thoroughly for her benefit. She now received
weekly training when she attended her form groups icon lesson. Like


the icon methodology very thoroughly for her benefit. She now received
weekly training when she attended her form groups icon lesson. Like
the pupils, staff attending these sessions are encouraged to ask


sit with them and learn together. When asked what benefits the pupils
had gained from the icon lessons she replied, "I have found that my
pupils are able to break down more difficult and complex words, as for


learning difficulties. "The nice thing about the method is that I have
a say in the icons my subject requires to be covered, because it is
more topic based."


Lessons sometimes opened with a review of the icons that had been
taught earlier and were followed by encouraging pupils to produce a


done for some pupils visually and others using blindfolds. Pupils then
practised words covered in the icon lesson again both visually for
some and blindfolded for others. The degree of confidence observed was


My problem with spelling is I cant remember. The icon method has
taught me how to hold a word in its different parts. I never use


The icon method has been a challenge to me, but I am now well on my
way to succeeding. My reading, writing and spelling are already much


My son was taught the icon method by Dr. E. Neville Brown for the
first time in December 1993 on a visit to the school.


and vocabulary have improved dramatically as have his spelling and
reading skills. The icons and attention paid to the basic structure of
words is a remarkably thoughtful, systematic and logical approach to


I was observing one of Dr. Browns icon lessons, when he mentioned the
word radical. "What does it mean?" he asked. One of the eighteen


Graham enjoyed his Icon lessons and contributed well to them. He
learnt to read and write and passed the AEB Basic Science examination.


for moderate learning difficulties, where he was very frustrated at
the low level of work and expectation. Matthew did well at Icons,
learnt to read and write, obtained 4 GCSEs and a City and Guilds


Observations of lessons showed that pupils clearly understood and
enjoyed the icon method, both cognitively and as a replacement for
approaches that had failed for them up to this point. Discussions with


positive about the improvements that they had made, though the
improvement was not solely attributed to the icon method but also to
small classes, high expectations and good teaching. The improvement


The first impression one gets of the icon approach might indicate its
suitability for more able pupils, but there are youngsters at the


school. School archives support the view that in the past there have
been pupils who have succeeded with the icon approach despite being
described as of low intelligence (WISC-111 UK qualitative


Subjects which at first sight seem to be unsuitable to the methodology
can be incorporated. The semiology (graphics) of the icons is
perfectly applicable to Design and Technology involving thinking


operations in the subject. In Music, terms such as major, minor,
augmented, chord can be taught in icon lessons in such a way as to
relate the percepts and concepts to other contexts of application.


relate the percepts and concepts to other contexts of application.
Neville Brown says that "The Icons are semiological devices to enhance
the perception not of speech sounds but of the units of movement that


There is a fundamental belief in the school that subjects which dont
appear to be approachable through the icon method can be included. The
development of a modern foreign language (MFL), using the


development of a modern foreign language (MFL), using the
icon/morphemic approach


The icon methodology has much to offer pupils with severe written
language retardation or dyslexia. Because of its cognitive component