Welcome to Tyquin Group’s Speech Pathologist and Reading Clinic Cellfield support page.

We have used Cellfield on over 200 people ranging from 8 years to 52 years old to assist with overcoming a wide range of reading and speech-related problems.

We often clinically adjust Cellfield to optimise outcomes so that your child gets specifically what they need to solve the speech or reading problem.

The type of adjustment is usually in the form of verbal prompts or repeating exercises, reading demonstrating and such.


 Tip 1: At beginning just repeat the sounding out after the ‘man’ has spoken.

 E.g He says b e t

client says     b e t

 not overlapping  eg    e t

 Tip 2: Once the client has mastered Tip 1 and is relaxed:

Add hand tapping

ie as client says

b e t, they tap as well

ie  b      e       t

     tap   tap    tap

Tip 3: ‘Cross dominance’ the brain by tapping with both left and right hands, left and right feet.

CVC  What to look out for:

 A)    Some children will want to speak with/at the same moment as the ‘computer.’

 B)    IF A) occurs, stop it by placing your hand on theirs and create the correct timing exactly as it must be.

 C)    Some children will rush/speak quickly. Though in theory this may be ok, the reality is that is usually masking an underlying problem with sequencing/ central executive.

 Solution: place your hand and tap at the timing you require ie equal to computer speed

D)    Flash word prior to group

      ie       flash  ‘bet’


                      bet pet

                      get let


The child must look at the flash word.

Ask them what it says.

You will find with the profoundly low ability/young children, that some may not even see it as a word.

There is a neurological reason for this. As the child works through, most will be able to see it quite quickly (minutes) but for a very few <2% it will take up to 5 sessions. 

CVC    ‘b’  ‘d’  reversals

Tip:         frag  drag

              slag  brag

‘d’ ‘b’ reversals will be obvious because the child will try to pick up the incorrect word.

To rectify, press ‘P’ pause, get the child to look, decide, then point with their finger.

The logic of this, is to break the impulsive – “have a guess and grab”

Critically, stop the grab. This is the key. Telling them won’t always work, but by them not having the mouse and only using their finger they can’t just click at it.

 At the absolutely profound/impulsive level you will need to hold their hand, count to 3, and then tell them to point at it.

 They must do it as you want it

CVC  Sessions 1-10  Tapping Technique

Floss as f-l-o-s = (4 taps) correct

Not f-l-os = 3 taps incorrect. This because we are tapping the phonemes and not the blends.

Boss = b-o-s (3 taps)

Dross = d-r-o-s (4 taps)

CVC Tapping resistance

 If the child is resistant to tapping and you need to prompt them, it depends if they are wearing headphones and if so how ‘noise cancelling’ they are, ie can they hear anything you say, or are they listening to speakers

 Solutions to prompt them:

1) ask them to tap

2 Tap on the bench

3 gently tap on their shoulder

CVC to CCVC ie 3 to 4 to 5 exposing working memory

3bat       b  a   t

4bench   b  e  n  ch

4wench  w  e  n  ch

5 clench  c  l  e  n  ch

Tapping and sounding will reveal limitations in the effective use of working memory. For many clinicians this will be the first opportunity to see how the limitations of working memory prevent any further progress and how visible it is, but also how quickly it can be changed.

Reading Improvement Method:

Establish the correct patterning of tap and say the phonemes with bet pet get etc.

Be alert when the first ccvc appears in session 1  eg   b  e  n  ch. What happens? correct or not?

Be alert when the first ccvcc  appears, eg  c  l  e  n  ch  What happens?correct or not?

For struggling children,  the ability to do 3, but not 4, or 3 and 4, but not 5 will be apparent quite often.

As you do a lot of kids, you will find that this happens in about 25% of cases. With help and practice it will improve until ’5′ can be done consistently.

Quick improvers progress in session 1, others may take till session 2 or 3 and very occasionally it will take until session 6. It is rare that it remains a problem.


Tip: some kids will listen to:

‘the fat bat’

‘the thin pin’

But not look/see the words.

 I stress, they may look at it but

not ‘see’ the words.

Tip: If you suspect kids don’t see the words, a simple test will prove it.

They say and repeat the/any phrase a few times:

 Pick the back pack

Pick the back pack

Pick the back pack

Now get them to read it backwards ie pack back the pick.  They won’t be able to.

Tip: If they are only listening and not seeing, this must be stopped!

Solution. Mute sound so they cannot hear the sentence.

Practice the words out of sequence

Pack, pack pack, pick, pick, pack, the, pack, the, the, pack, pack, pick, back, back

They now read it forwards:

pick the back pack.

Now go and find the words in embedded text


I use homophones to in a way that allows for exploring the capacity of working memory and then developing it, developing central executive ‘sequencing’ and to undo the often encountered ‘look say cover write check’ defect that has a child afraid to look at a word when spelling out aloud.

Level 1. Child listens and places word up

Level 2. Child listens, places and copy spells the word. ie they spell the word whilst keenly looking at each letter in turn

Level 3. Child listens spells after the flash and  prior to seeing the homophone pair, then places the correct word up.

Level 4. Child spells before the flash then places the word.

Level 5. (A+ only) child spells the correct  word and places it, then spells the incorrect of the pair by copying

Level 6. (A+ only) child spells both words correct first then incorrect word, prior to seeing then places

The mosaic is the first opportunity to have a child read correctly left to right and top to bottom in a completely non threatening environment, because there are no words to decode.

Tip: Demonstrate by putting your finger on each square and make believe dragging the square with the child actually doing it using the mouse.

Tip: Child refuses to go Left to Right    Top to Bottom.
Level 1    remind the student and point left to right etc
Level 2    hold your finger on the pause button and if the mouse pointer is moving to the incorrect square, quickly press ‘P’ pause to create a ‘refusal’ situation, whereby you are refusing to allow the incorrect method being used by the child. This seems to send the strongest conditioning signal.   

PIDGIN  S3 4 pidgin

Insist they decode and say the word first before looking below to find it.

 ‘say the word singles’   cat   rat  pen   big  

say the word pairs: fat rat, and then  big dog. Ie  ‘big dog‘     ‘thin pin’ 

Level 1    Point to the end of the row with a pencil/pointer
Level 2    Say which row eg top row, 3rd row etc
Level 3    Tell which colour eg red  or white
Level 4    Tell which half ie  top half, bottom half, centre


Session 3 begin withdrawal of clinician to prevent ‘hovering’

At session 3 I begin withdrawing myself from the room. The aim of this to create an independent worker, whom works correctly without continuous direction from ‘above’.

 Method:  Get up and leave the room and come back immediately (10 seconds).

A few minutes later, leave again, perhaps long enough to turn the kettle on!

Over the coming days, I withdraw more often and for longer, walking in and out.

It is useful to stand at the door, perhaps 5 metres away and drink coffee or converse with their parent, lending an ear to them but appearing to be away.

Where handwriting is unsatisfactory, I urge neatness because it has an impact on the ‘form’ imprinted in the visual region of the brain.

Urge that the first time a word is ever written, that it is written in their neatest possible writing.

Elongated font
To correct skinny poor formed letters, over stretching the font horizontally will assist in developing motor control of the wrist through exaggerated horizontal movements.

Draw narrow lines about 4mm apart.
Trace over the sample handwriting.

Extremely over stretch each letter when copying.

Resume writing and an improvement should be evident


Serious Non-Compliance of technique
It is unusual to have students really non-compliant with you, but if this does occur it must be managed. Poorly executed technique does reduce the effectiveness of phase 1. The real concern is that the stubbornness displayed means that there is lack of trust and a willingness to allow for coaching and modification of technique and when attempting phase 2 it will be less successful. This action usually takes place somewhere between sessions 5 and 7

Level 1   Encourage them to do it correctly
Level 2   Press ‘P’ stopping them, insist they do it correctly
Level 3   In the next session ‘esc’ shut down the programme, restart it.   Begin again. Explain, “this is not hard, but it MUST be done as I say.” Demonstrate each skill as required.

 Last update 02/05/2012