About the Framework

LISPA™ – (Literal Meaning  - A speech defect or mannerism characterized by mispronunciation of the sounds)

LISPA™ Framework provides programs for children on Language Phonics with developmental building blocks that are most important for a child’s correct language development and long-term success in communication. The framework delivers progress in all areas of child phonics and language development and quick learning, as outlined by the Framework. The LISPA™ framework has been built on a foundation of detailed research on child language development strategies and in consultation with many child physiologists and experienced educationists.

The following are the integral part of the learning framework

Phonological awareness

This is an awareness that language can be broken into words, syllables, and smaller pieces of sound.

  • Identifies and discriminates between words in language.
  • Identifies and discriminates between separate syllables in words.
  • Identifies and discriminates between sounds and phonemes in language, (such as attention)
  • The beginning and ending sounds of words and recognition of those different words begin or end with the same sound.

Alphabet Knowledge

The names and sounds associated with letters.

  • Recognise that the letters of the alphabet are a special category of visual graphics that can be individually named.
  • Recognize that letters of the alphabet have distinct sound(s) associated with them.
  • Attend to the beginning letters and sounds in familiar words.
  • Identify letters and associates correct sounds with letters.
  • Recognize the association between spoken, signed and written words.

The framework has the following elements which helps the kids learn better

LISPA™ Learning components

Even with the knowledge of alphabets and their phonological awareness, it is difficult to teach the sounds of alphabets and hence we decide to create a methodology, which will simplify this process and make it easier for children to learn. LISPA™ has been researched and conceived based on the following learning components in mind

Listen (listening)

Before a child can become an effective speaker, he or she must learn to be an active listener and a keen observer of his/her surroundings and audience. It is also a well-known fact that kids have fairly short attention spans when it comes to listening to someone. This means that the average audience member can only focus on a speaker's words for a certain period of time before he or she stops listening.

LISPA™ based workbooks are designed to draw the attention of kids in a predefined frequency during the sessions. This helps kids being attentive in the class and be away from unnecessary distractions.

The LISPA™ based program is structured such that the instructor will speak the words/letters and the student will listen to the word and letters and try to find the emphasis of sounds associated with the letters.

Identify (identifying)

Once the student listens carefully to the letters and word from the instructor, the instructor will have the kids trying to identify the associated sound. This process will be iterated in each session so that the student can register the sound associated with the letters. There are distinct methods of identifying the sound - like emphasis on sound, gesture and body language.

Speak (saying)

After students correctly identify the sound, they speak the word with the appropriate sound and the instructor will correct the student wherever required.  At this time, identifying the letter / word is necessary, for a kid to register the sound in his subconscious mind. Kids are expected to write the letter / words simultaneously.


Once the cycle of listening speaking and identifying the sound associated with words is completed, the student is expected to do  practice sessions on the same sound and letters. This is the most critical part of the framework.  Most of the kids in Phonetic Programs do not practice and thus it does not get registered in the child’s mind. The program based on this framework, allows kids to practice enough in different intervals so that it gets registered.

Assess (Assessment)

Any learning methodology is worthless if the results are not measurable and hence the framework provides Assessment at each level. There are multiple levels of assessments, which help kids to review their progress. The assessment sessions are planned in between sessions and at the end of the program. This will also help the teacher and parents to understand the progress made by the child.

Role of LISPA

Teaching needs to be intentional and focused towards how children learn. Investigation, exploration, purposeful, engaged, playful; and intentional scaffold instruction, based on the developmental level of each child, are essential elements when teaching kids. Keeping this in mind the LISPA framework has been created.

LISPA™ is a framework, for child Language Learning Programs. LISPA™ is supported by unique content structure, which helps children learn the language correctly and quickly. LISPA™ adapts instructional strategies to meet children’s specific needs related to phonics development.

LISPA™ framework also provides.

  • A Method of instruction that motivates children by providing an atmosphere of imagination and enthusiasm
  • Opportunities for child-directed instruction,
  • Support for English language learners and
  • Help to struggling readers and enable them to learn alongside their peers