WO2010140901A1

WO2010140901A1 - Literacy and numeracy development tool

Info

Publication number: WO2010140901A1
Application number: PCT/NZ2010/000101
Authority: WO
Inventors: Tane Mahunu Putaanga
Original assignee: Putaanga Investments Limited
Priority date: 2009-06-02
Filing date: 2010-06-02
Publication date: 2010-12-09

Abstract

An apparatus to aid in teaching literacy and numeracy is described. The apparatus essentially comprises of three sets of blocks or pieces being a picture set, a letter or number set and a bridging set. The bridging set includes elements of both the picture and letter or numeral allowing the user to visually see the progression from picture to letter and vice versa.

Description

LITERACY AND NUMERACY DEVELOPMENT TOOL TECHNICAL FIELD

The invention relates to a literacy and numeracy development tool. More specifically, the invention relates to an apparatus for teaching literacy and/or numeracy that includes a series of blocks or pieces with connecting representations thereon that assist the user to form words, complete mathematical equations and even write letters or numbers.

BACKGROUND ART

Educational devices which are useful in teaching people how to read, use proper grammar, write, count and do basic mathematics have long been sought after by educational providers. It is the general observation that, particularly for children, these devices are more valuable when they are enjoyable to use. This is especially so in the case of young children who have short attention spans unless the tool takes the form of an enjoyable game.

Alphabet blocks have long been a part of children's play and are well known used. These blocks take a wide variety of shapes and sizes. These blocks however convey nothing further than the letter(s) or number(s) on the exterior surface.

Also used in the art are educational format puzzles where words or equations are formed within a set space. This type of device however constrains the user to only being able to form words or number sequences in the 'correct' sequence or placement of the pieces in the one arrangement.

Another alternative is to use alphabet type blocks to form words in several dimensions. This may be done using simple blocks or using interlocking blocks.

A drawback from all of the above apparatus is that many people learn visually and/or spatially so tend to link an object or picture in their minds alongside a word or number. One apparatus that attempts to take into account visual thinking is that described in US 5,203,706. This patent teaches about linking together letter blocks or pieces with a picture block or piece in order to make a connection between a series of letters and the picture. This apparatus while taking into account visual cues does not provide any linking step to the user between the letter blocks and the picture block making it harder for the user to understand and form the linkage in their mind.

Another attempt at teaching literacy via visual thinking is that described in US 5,743,740. This patent teaches about linking together cards with either a letter or word on them along with picture cards in order to make a connection between a series of letters and the pictures. This apparatus is similar to that described in US 5,203,706 above in that, while the apparatus uses letter/word cards and pictures cards being visual cues, the apparatus does not provide any linking step to the user between the letter blocks and the picture block making it harder for the user to understand and form the linkage in their mind.

It should be appreciated from the above that it would be useful to have an apparatus to teach literacy and/or numeracy, which is simple to use and understand, and, which allows the user to learn in both a visual way and spatial manner. It is an object of the present invention to address the foregoing problems or at least to provide the public with a useful choice.

All references, including any patents or patent applications cited in this specification are hereby incorporated by reference. No admission is made that any reference constitutes prior art.

It is acknowledged that the term 'comprise' or grammatical variations thereof may, under varying jurisdictions, be attributed with either an exclusive or an inclusive meaning. For the purpose of this specification, and unless otherwise noted, the term 'comprise' shall have an inclusive meaning - i.e. that it will be taken to mean an inclusion of not only the listed components it directly references, but also other non-specified components or elements.

Further aspects and advantages of the present invention will become apparent from the ensuing description that is given by way of example only.

SUMMARY OF THE INVENTION

The invention broadly relates to an apparatus for teaching literacy and numeracy where the apparatus includes blocks or pieces with letter and/or numerical characters thereon, blocks or pieces with picture(s) thereon and linking blocks or pieces.

In a first embodiment, there is provided an apparatus for aiding in literacy development, the apparatus comprising three sets of blocks, being: a. a first set comprising letter blocks with at least one letter printed on each block;^' b. a second set comprising picture blocks with at least one picture printed on each block and wherein the shape of the picture takes on at least one element of the shape of at least one letter; and, c. a third set comprising bridging blocks that include at least one element of a letter thereon and also at least one element of an associated picture thereon; and, wherein the three sets of blocks link together via association between the letter or letters, the picture shaped as the letter or letters, and the bridging blocks or blocks where the bridging block or blocks includes at least one element of both the corresponding picture block or blocks and letter block or blocks, thereby assisting a user in literacy development.

In the above embodiment, the apparatus also includes at least one set of blocks containing two or more letters thereon. In one embodiment, the combination of letters are pronounced as one sound. In this embodiment, digraphs and trigraphs may be taught and explained. In an alternative embodiment, the combination of letters may be two sounds pronounced closely together. In this embodiment, a blend or blends may be taught and explained. In a further alternative embodiment, the combinations of letters may be two or more vowels e.g. VVV, W or V_V where 'V is a vowel and '_' is an alternative letter but where the two vowels are still essentially pronounced as one vowel for example 'gate' or 'ate'. In this case the vowels may be pronounced as one sound and vowel phonemes may be taught and explained.

In the above embodiment, the apparatus also includes at least one set of block or blocks that include phonetic transcription characters thereon. Phonetic transcription characters may be derived from the International Phonetic Alphabet (IPA). The IPA blocks may be used to convey sounds that break the normal rules for sounding out words, for example 'air' and 'ear'. IPA blocks can also be used to teach phonetic variants such as diacritic sounds.

In the above embodiment, a further set of blocks may be included having sign language representations thereon.

In the above embodiment, further blocks may be included being writing assistance blocks wherein the block or blocks include a representation of at least one letter thereon along with directions to the user on how to write the letter or letters.

In the above embodiment, the apparatus may also include at least one further set of block or blocks that include different language letter representations thereon.

In a second embodiment, there is a provided a kit comprising the apparatus as described above. In a third embodiment, there is provided a computer programme comprising the apparatus in electronic form as described above. For example, the various block or blocks may be electronic images on a screen that the user selects e.g. via a mouse or by use of a touchscreen, and moves the selected block or blocks to the desired orientation.

In a fourth embodiment, there is provided a method of teaching literacy by use of the apparatus as described above. For example, a school teacher may use the kit or apparatus to teach children how to forms words, link letters and sounds, link sign language signs with letters or words where the teacher directs use of the apparatus to the child and the child selects a block or blocks to form the desired outcomes.

In a fifth embodiment, there is provided a method of teaching writing by use of the apparatus as described above.

In a sixth embodiment, there is provided an apparatus for aiding in numeracy development, the apparatus comprising three sets of blocks, being: a. a first set comprising number blocks with at least one number printed on each block; b. a second set comprising picture and number blocks with at least one picture printed on each block and wherein the number of pictures on the block is equivalent to the number on the block; and, c. a third set comprising mathematical operator blocks that include at least one mathematical operator thereon; and, wherein the three sets of blocks link together via association between the number or numbers, the picture ad number blocks which create a visual link between the number representation and physical number and which can then be used with the mathematical operators to assist a user in numeracy development. In the above embodiment, the blocks may link together to form a mathematical equation using the number blocks, related picture and number blocks and mathematical operators.

In a seventh embodiment there is provided a kit comprising the numeracy apparatus as described above.

In an eighth embodiment there is provided a computer programme comprising the numeracy apparatus in electronic form as described above.

In a ninth embodiment there is provided a method of teaching numeracy by use of the numeracy apparatus as described above. In a tenth embodiment there is provided method of teaching writing numerals by use of the numeracy apparatus as described above.

BRIEF DESCRIPTION OF THE DRAWINGS

Further aspects of the present invention will become apparent from the following description that is given by way of example only and with reference to the accompanying drawings in which:

Figure 1 illustrates a set of blocks with all 26 letters of the English alphabet thereon, blocks with pictures thereon, and bridging blocks containing both the letter and an element of the picture thereon;

Figure 2 illustrates a picture - bridge - letter sequence using the letter 'a' and associated blocks;

Figure 3 illustrates a picture - bridge - letter sequence using the letter 'c' and associated blocks; Figure 4 illustrates a picture - bridge - letter sequence using the letter 't' and associated blocks;

Figure 5 illustrates formation of the word 'dog' using the various blocks of the invention apparatus;

Figure 6 illustrates the formation of two blends relating to the phonetic sound heard from the letter combination 'cl' and 'fl';

Figure 7 illustrates two trigraphs blocks 'spl' and 'str';

Figure 8 illustrates two digraph blocks relating to the phonetic sound heard from the letter combination 'ch' and 'ph';

Figure 9 illustrates a variety of IPA blocks relating to unusual or exceptional sounds; Figure 10 illustrates examples of sign language blocks used in conjunction with other blocks;

Figure 11 illustrates examples of letter writing blocks used in conjunction with other blocks;

Figure 12 illustrates how the blocks may be self correcting;

Figure 13 illustrates a set of numeral blocks; and,

Figure 14 illustrates work tables that may be used in conjunction with the remaining blocks.

DETAILED DESCRIPTION

As noted above, the invention broadly relates to an apparatus for teaching literacy and numeracy.

In a first embodiment there is provided an apparatus for aiding in literacy development, the apparatus comprising three sets of blocks, being: a. a first set comprising letter blocks with at least one letter printed on each block; b. a second set comprising picture blocks with at least one picture printed on each block and wherein the shape of the picture takes on at least one element of the shape of at least one letter; and, c. a third set comprising bridging blocks that include at least one element of a letter thereon and also at least one element of an associated picture thereon; and, wherein the three sets of blocks link together via association between the letter or letters, the picture shaped as the letter or letters, and the bridging blocks or blocks where the bridging block or blocks includes at least one element of both the corresponding picture block or blocks and letter block or blocks, thereby assisting a user in literacy development.

In the above embodiment, the picture on the picture block may be of an object and wherein the first letter of the name of the object corresponds to the associated letter block. The bridging block or blocks may contain a whole letter or letters and one or more elements of the picture on the picture block or blocks.

In the above embodiment, the blocks link may together to form a progression between the three sets of blocks. In one embodiment, the progression may be from a letter to a related picture via the bridging block. Alternatively, the blocks may link together to form a progression from a picture to a related letter via the bridging block. In a further alternative, the blocks may link together to form a progression from a bridging block to a letter and/or a picture.

In the above embodiment, the blocks may link together in a horizontal direction. In this embodiment, words may be formed in a vertical direction via individual block letter progressions made in the horizontal direction. Alternatively, the blocks may link together in a vertical direction where words may be formed in a horizontal direction via individual block letter progressions made in the vertical direction.

In the above embodiment the blocks may link together via interlocking shapes, for example, mating apertures and projections. In the above embodiment, all blocks may have the same shape.

In the above embodiment, the interlocking shapes are designed so as to prevent incorrect associations thereby self-correcting a user from making an incorrect association between two or more blocks.

In the above embodiment, the apparatus also includes at least one set of blocks containing two or more letters thereon. In one embodiment, the combination of letters are pronounced as one sound. In this embodiment, digraphs and trigraphs may be taught and explained. In an alternative embodiment, the combination of letters may be two sounds pronounced closely together. In this embodiment, a blend or blends may be taught and explained. In a further alternative embodiment, the combinations of letters may be two or more vowels e.g. VVV, VV or V_V where V=a vowel. In this case the vowels may be pronounced as one sound and vowel phonemes may be taught and explained.

In the above embodiment, the apparatus also includes at least one set of block or blocks that include phonetic transcription characters thereon. These may be used to teach phonetic sounds and in one embodiment, to teach the sounds of letters, words, diacritics and the like that do not follow the usual pronunciation rules. Phonetic transcription characters may be derived from the International Phonetic Alphabet (IPA). The IPA blocks may be used to convey sounds that break the normal rules for sounding out words, for example 'air' and 'ear'. IPA blocks can also be used to teach phonetic variants such as diacritic sounds.

In a further alternative, the apparatus includes at least one further set of block or blocks that include sign language representations thereon. The sign language representations may correspond to corresponding letter, bridging and picture blocks. The sign language blocks may include one sign representation relating to a whole word and wherein the sign block is suitably sized to accommodate the addition of multiple letter and/or bridging and/or picture blocks.

In a further alternative, the apparatus may include at least one further set of block or blocks that are writing assistance blocks wherein the block or blocks include a representation of at least one letter thereon along with directions to the user on how to write the letter or letters. The directions may be arrows alongside the letter showing the direction in which a writing instrument moves in order to write the letter. The directions may also include a dot or circle representing a starting point where the user commences writing the letter. The writing assistance block or blocks may correspond to corresponding letter and/or bridging and/or picture blocks. In a further alternative, the apparatus may include at least one further block or blocks that include different language letter representations thereon. The different language letter block or blocks may correspond to corresponding letter and/or bridging and/or picture blocks.

Optionally, each additional set of blocks described above may have an identifying colour or representation to identify the set. In the above embodiment, the blocks may be placed and retained within a framed region. The framed region may have a border, inside of which has interlocking elements that mate with the blocks. The interlocking elements may be apertures and projections sized to mate with related apertures and projections on the block or blocks.

In a fourth embodiment, there is provided a method of teaching literacy by use of the apparatus as described above. For example, a school teacher may use the kit or apparatus to teach children'how to forms words, link letters and sounds, link sign language signs with letters or words where the teacher directs use of the apparatus to the child and the child selects a block or blocks to form the desired outcomes.

In a fifth embodiment, there is provided a method of teaching writing by use of the apparatus as described above. For example, the block shows the user how to form a letter or number. In a sixth embodiment, there is provided an apparatus for aiding in numeracy development, the apparatus comprising three sets of blocks, being: a. a first set comprising number blocks with at least one number printed on each block; b. a second set comprising picture and number blocks with at least one picture printed on each block and wherein the number of pictures on the block is equivalent to the number on the block; and, c. a third set comprising mathematical operator blocks that include at least one mathematical operator thereon; and, wherein the three sets of blocks link together via association between the number or numbers, the picture ad number blocks which create a visual link between the number representation and physical number and which can then be used with the mathematical operators to assist a user in numeracy development.

In the second embodiment, the picture on the picture and number block may be of an object and wherein the first letter of the name of the object corresponds to the associated number block.

In a preferred embodiment, the blocks link together to form a progression between at least the first number set of blocks and the second picture and number set of blocks.

In the above embodiment, the blocks may link together to form a mathematical equation using the number blocks, related picture and number blocks and mathematical operators. In this embodiment, each mathematical operator block may comprise a symbol thereon for one of the following operations: addition, subtraction, multiplication and division.

In the second embodiment, the blocks may link together in a horizontal direction. Alternatively, the blocks may link together in a vertical direction.

In one embodiment, the blocks may link together via interlocking shapes, for example, being mating apertures and projections.

In one embodiment, all blocks may have the same shape.

In one option, the interlocking shapes may be designed so as to prevent incorrect associations thereby self-correcting a user from making an incorrect association between two or more blocks.

In an alternative to the above embodiment, the apparatus may include at least one further set of block or blocks that include different language number representations thereon. For example, the different language number representations may be Roman numeral representations.

In an alternative to the above embodiment, the apparatus includes at least one further set of block or blocks that are writing assistance blocks wherein the block or blocks include a representation of at least one number thereon along with directions to the user on how to write the number. The directions may be arrows alongside the number showing the direction in which a writing instrument moves in order to write the number. The directions may also include a dot representing a starting point where the user commences writing the number. The writing assistance block or blocks may correspond to corresponding number and/or picture and number blocks. In an alternative to the above embodiment, the apparatus may also include at least one set of block or blocks that include phonetic transcription characters thereon for teaching the pronunciation of certain sounds. For example the phonetic transcription characters may be derived from the International Phonetic Alphabet (IPA).

In the above numeracy embodiments, each additional set of blocks may have an identifying colour or representation to identify the set.

Optionally, the blocks may be placed and retained within a framed region. The framed region may have a border, inside of which has interlocking elements that mate with the blocks. The interlocking elements may be apertures and projections sized to mate with related apertures and projections on the block or blocks. In a seventh embodiment there is provided a kit comprising the numeracy apparatus as described above.

In a ninth embodiment there is provided a method of teaching numeracy by use of the numeracy apparatus as described above.

In a tenth embodiment there is provided method of teaching writing numerals by use of the numeracy apparatus as described above.

As should be appreciated from the above description, there is provided an apparatus to assist in teaching literacy and numeracy. A key advantage of the present invention is that the apparatus includes a linking or bridging block or piece that assists the user in making a visual and spatial link between the letter(s) or number(s) and a related picture. In the inventor's experience this linking or bridging piece makes it far easier for a user to learn new words or numbers than is the case otherwise. The apparatus also works to keep users such as children engaged for longer as the apparatus whilst providing a valuable teaching aid also has the feel of a game to the user.

WORKING EXAMPLES

The invention is now described with reference to examples illustrating embodiments of the composition. EXAMPLE 1

In this example an initial apparatus that provides a basic starting pack is described. Referring to Figure 1 , the set includes blocks with all 26 letters of the English alphabet thereon, blocks with pictures thereon and bridging blocks containing both the letter and an element of the picture thereon.

More specifically, the letter 'a' shown in the top left hand corner of the complete apparatus is linked above to a bridging block that has the letter 'a' thereon along with the stork of the apple. Linked above the bridging block is a picture of an apple being the picture block. Other examples of picture, bridging block and letter sequences are shown in Figure 1. The different blocks are shown as having mating projections and apertures that fit together allowing the blocks to be neatly formed and held together. It should be appreciated that the mating projections and apertures illustrated may be varied or even removed altogether without departing from the scope of the invention.

This basic apparatus allows the user to form all letters of the English alphabet and form simple words. While this example only teaches of blocks associated with an English alphabet, it should be appreciated that the same concept may easily be transposed to alphabets in other languages without departing from the scope of the invention. Further, the pictures and bridging blocks illustrated should be seen as illustrative only and it should be appreciated that the pictures and bridging blocks may be of different items, for example a picture of a cup instead of a cat corresponding to the letter 'c' and a bridging block showing the letter 'c' along with a handle from the picture illustrated with the letter 'c'.

EXAMPLE 2

In this example, a picture - bridge - letter sequence is illustrated in more detail. In this example the letter 'a' and associated blocks is illustrated. Referring to Figure 2, a user 'forms' the letter

'a' via a sequence of blocks being a picture block, bridging block and letter block. The order of formation is up to the user, for example, some might work first from the bridging block, then the picture block and then the letter block and other might work from picture to bridging to letter block.. As illustrated in Figure 2, the blocks may be formed in a horizontal orientation or as illustrated in Example, the sequence may be formed in a vertical orientation.

Also, as may be appreciated the picture on the picture block in one embodiment takes on some or all of the shape of the letter to further reinforce spatially the link between the picture and letter.

As shown in Figure 2, the bridging block contains thereon the whole letter 'a' along with an element of the picture, in this example, the stork of the apple. This helps to provide the user with a visual link between picture and letter. As shown in Figure 2, the element of the picture shown on the bridging block ideally is in a similar position and colour to the actual picture on the picture block. Again this is to reinforce the visual and spatial linkages thereby assisting the user.

Further, colour may be used to provide an additional reference point for the user. The example of Figure 2 uses a red colour for the apple itself and green for the stork while the letter on both the letter block and bridging block is generally black. The picture element on the bridging block may be the same as that on the picture block.

EXAMPLE 3 A further sequence (in this case picture - letter - bridging block) is illustrated in Figure 3 for the letter 'c'.

In this example, the picture block illustrates a cat sitting in the shape of the letter 'c'. In the example shown the cat may have a blue colour. The letter block shows the letter 'c' thereon in black. The bridging block shows the letter 'c' in black along with the stylised cat face in blue in approximately the same position as the cat face in the picture relative to the shape of the letter

EXAMPLE 4

In this example a further sequence is illustrated relating to the letter T. Referring to Figure 4, the sequence shown is in a vertical orientation from letter - bridging block - picture. In this example, the letter on the letter block and bridging block is a black colour. The picture on the picture block is of a toothbrush and is a predominantly red colour. The bristles of the brush are shown on the bridging block in a red colour.

As may be observed, a further feature of the blocks illustrated in Figures 1-4 is that the picture block includes the word name printed thereon of the object illustrated. This may be useful to help teach the user word and picture associations. Ideally the first letter of the picture word is the same as the corresponding letter block.

EXAMPLE 5 In this example, formation of a word is illustrated. Referring to Figure 5, the word 'dog' is formed using the various blocks of the invention apparatus illustrating how the apparatus may be used to teach both letter recognition as well as word formation and spelling. EXAMPLE 6

In this example, blend blocks are illustrated. Referring to Figure 6, two blends are illustrated relating to the phonetic sound heard from the letter combination 'cl' and 'fl'. Blends may be used in conjunction with the apparatus shown in Figures 1 -5 whereby the related picture blocks and bridging blocks are aligned with the blend block.

In the embodiment shown in Figure 6, the blend blocks have a different colour (in this case orange) to the rest of the blocks to help a user distinguish these unusual combinations.

EXAMPLE 7 In this example, trigraph blocks are illustrated. Referring to Figure 7,.two trigraphs are illustrated relating to the phonetic sound heard from the letter combination 'spl' and 'str'. Trigraphs may be used in conjunction with the apparatus shown in Figures 1-5 whereby the related picture blocks and bridging blocks are aligned with the trigraph block.

In the embodiment shown in Figure 7, the trigraph blocks have a different colour (in this case orange) to the rest of the blocks to help a user distinguish these unusual combinations.

EXAMPLE 8

A further unusual block may be that of a digraph. Digraphs occur phonetically where two letters are spoken essentially together so that they are pronounced as one sound. Referring to Figure 8, digraph blocks for the sound 'ch' and 'ph' are illustrated.

In the embodiment shown in Figure 8, the digraph blocks have a different colour (in this case green) to the rest of the blocks to help a user distinguish these unusual combinations.

EXAMPLE 9 As may be appreciated, the English and other languages unusual sounds or words that do not follow the normal rules. Referring to Figure 9, several IPA blocks are illustrated that may be used to convey and teach these variations and exceptions. The IPA blocks correspond to sounds in the English language that break the normal rules for sounding out words. For example, the word 'air' is pronounced differently to the way the letters would normally be pronounced. The blocks illustrated in Figure 9 are shown using IPA symbols to help the user distinguish them from other blocks and also to help distinguish different words with a similar pronunciation e.g. 'ear' and 'air'.

Block 9A shows an IPA block corresponding to the sound 'a' when used in words such as lad, bad, cat. Block 9B shows an IPA block corresponding to a reduced vowel sound such as the letter 'a' when used in the word 'about'.

Block 9C shows an IPA block corresponding to a reduced 'e' sound, for example the sound in the word air. Block 9D shows an IPA block corresponding to an 'ar' sound such as that heard in the word 'father'.

Block 9E shows an IPA block corresponding to a 'ch' sound heard in words such as 'chair', 'nature' and 'teach'.

Block 9F shows an IPA block corresponding to a reduced 'i' sound heard in words such as 'ear'.

EXAMPLE 10

As noted above, it the apparatus can also optionally include sign language blocks to assist in learning to associate signs with letters and words. Referring to Figure 10, a variety of sign language blocks are illustrated. As should be appreciated these may be linked with other blocks such as letter, picture and/or bridging blocks, digraphs, trigraphs and so on to aid in literacy development and teaching of sign language. Arrow 10A shows a sequence of three sign blocks illustrating the sign for each letter to form the word dog. Arrow 10B shows a sequence of three sign blocks illustrating the sign for each letter to form the word cat.

As may be appreciated, sign language includes one sign relating to a whole word. In this situation the various letters, picture and bridging blocks etc may be formed vertically or horizontally with respect to the sign block without departing from the scope of the invention.

EXAMPLE 11

As noted above, a further option may be to use letter writing blocks to assist a user in actually forming and writing letters and numerals. Figure 11 illustrates examples of letter writing blocks envisaged. In each case, the letter or numeral is an outline only and a dot or mark is included within the outline boundary to illustrate a start point for the user to write the letter or numeral. The user can either write the letter or numeral directly onto the block or onto a separate surface using the boundary of the letter outline as a guideline. Optionally, the writing blocks may also include an arrow indicating to the user which way to move a pen in order to form the letter or numeral. In one embodiment, the arrow begins approximate to the starting dot or mark. EXAMPLE 12

As noted above, the letter blocks may be formed so as to be self correcting thereby not allowing a user to substitute a 'p' letter block with a 'q' letter block or a 'd' block with a 'p' block. Figures ^• 12 and 13 illustrates this process with the mating apertures and projections being such that an upside down letter block will not mate with other blocks. When a user makes this mistake they will quickly realise incorrect placement or letter use as the blocks will not mate and they then know visually and spatially that another letter is required.

EXAMPLE 13 Numeral blocks may also be used. A set of numeral blocks is illustrated in Figure 14. Numeral blocks include colours, dots and numerals printed thereon to assist a user in numeracy learning. The dots provide the user with a visual queue as to the corresponding number. Colours may also be used to further assist the user in number recognition.

Mathematical operators may also be used in conjunction with the numerals. As shown in Figure 14, concepts such as addition, subtraction, multiplication and division may be taught in conjunction with the blocks.

EXAMPLE 14

Also as noted above, a defined area or work table may be used, although is not essential. One example may be to have a work table that fixes blocks in place when travelling or when a larger flat surface is not easily available.

Figures 15 to 18 illustrate a variety of work table configurations. Figure 18 shows a work table without blocks while Figure 15 to 17 show tables that include blocks used to form various words.

It should be noted that as shown in Figures 15 to 17, one picture block may be used in conjunction with a number of bridging and letter blocks. Figures 15 to 17 also further illustrate examples where digraphs, trigraphs and IPA blocks are used.

Despite work tables being illustrated it should be appreciated that the work table does not have to be a physical table. The work table may simply be an area on a computer screen within which the blocks are placed, for example using a mouse. As should be appreciated from this example, the apparatus may equally be used physically as well as electronically.

Aspects of the present invention have been described by way of example only and it should be appreciated that modifications and additions may be made thereto without departing from the scope of the claims herein.

Claims

WHAT IS CLAIMED IS:

1. An apparatus for aiding in literacy development, the apparatus comprising three sets of blocks, being: a. a first set comprising letter blocks with at least one letter printed on each block; b. a second set comprising picture blocks with at least one picture printed on each block and wherein the shape of the picture takes on at least one element of the shape of at least one letter; and, c. a third set comprising bridging blocks that include at least one element of a letter thereon and also at least one element of an associated picture thereon; and, wherein the three sets of blocks link together via association between the letter or letters, the picture shaped as the letter or letters, and the bridging blocks or blocks where the bridging block or blocks includes at least one element of both the corresponding picture block or blocks and letter block or blocks, thereby assisting a user in literacy development.

2. The apparatus as claimed in claim 1 wherein the picture on the picture block is of an object and wherein the first letter of the name of the object corresponds to the associated letter block.

3. The apparatus as claimed in claim 1 or claim 2 where in the bridging block or blocks contain a whole letter or letters and one or more elements of the picture on the picture block or blocks.

4. The apparatus as claimed in any one of the above claims wherein the blocks link together to form a progression between the three sets of blocks_^

5. The apparatus as claimed in any one of the above claims wherein the blocks link together via interlocking shapes.

6. The apparatus as claimed in any one of the above claims wherein the interlocking shapes are designed so as to prevent incorrect associations thereby self-correcting a user from making an incorrect association between two or more blocks.

7. The apparatus as claimed in any one of the above claims wherein the apparatus also includes at least one set of blocks containing two or more letters thereon.

8. The apparatus as claimed in claim 7 wherein the block or blocks include two letters being one or more digraphs.

9. The apparatus as claimed in claim 7 wherein the block or blocks include three letters being one or more trigraphs.

10. The apparatus as claimed in claim 7 wherein the block or blocks include two or more vowels being one or more vowel phonemes.

11. The apparatus as claimed in any one of the above claims wherein the apparatus also includes at least one set of blocks containing two or more letters thereon wherein the combination of letters make two sounds closely together.

12. The apparatus as claimed in claim 11 wherein the block or blocks include two letters being one or more blends.

13. The apparatus as claimed in any one of the above claims wherein the apparatus also includes at least one set of block or blocks that include phonetic transcription characters thereon used to teach phonetic sounds.

14. The apparatus as claimed in claim 13 wherein the phonetic transcription characters are derived from the International Phonetic Alphabet (IPA).

15. The apparatus as claimed in any one the above claims wherein the apparatus includes at least one further set of block or blocks that include sign language representations thereon.

16. The apparatus as claimed in any one of the above claims wherein the apparatus includes at least one further set of block or blocks that are writing assistance blocks wherein the block or blocks include a representation of at least one letter thereon along with directions to the user on how to write the letter or letters.

17. The apparatus as claimed in any one the above claims wherein the apparatus includes at least one further set of block or blocks that include letter representations thereon in a language that differs to the letter blocks, bridging blocks and picture blocks.

18. The apparatus as claimed in any one of claims 7 to 17 wherein each additional set of blocks has an identifying colour or representation to identify the set.

19. An apparatus for aiding in numeracy development, the apparatus comprising three sets of blocks, being: a. a first set comprising number blocks with at least one number printed on each block; b. a second set comprising picture and number blocks with at least one picture printed on each block and wherein the number of pictures on the block is equivalent to the number on the block; and, c. a third set comprising mathematical operator blocks that include at least one mathematical operator thereon; and, wherein the three sets of blocks link together via association between the number or numbers, the picture and number blocks which create a visual link between the number representation and physical number and which can then be used with the mathematical operators to assist a user in numeracy development.

20. The apparatus as claimed in claim 19 wherein the picture on the picture and number block is of an object and wherein the first letter of the name of the object corresponds to the associated number block.

21. The apparatus as claimed in claim 19 or claim 20 wherein the blocks link together to form a progression between at least the first number set of blocks and the second picture and number set of blocks.

22. The apparatus as claimed in any one of claims 19 to 21 wherein the blocks link together to form a mathematical equation using the number blocks, related picture and number blocks and mathematical operators.

23. The apparatus as claimed in any one of claims 19 to 22 wherein each mathematical operator block comprises a symbol thereon for one of the following operations: addition, subtraction, multiplication and division.

24. The apparatus as claimed in any one of claims 19 to 23 wherein the blocks link together via interlocking shapes.

25. The apparatus as claimed in any one of claims 19 to 24 wherein the interlocking shapes are designed so as to prevent incorrect associations thereby self-correcting a user from making an incorrect association between two or more blocks.

26. The apparatus as claimed in any one of claims 19 to 25 wherein the apparatus also includes at least one set of block or blocks that include phonetic transcription characters thereon corresponding to numbers.

27. The apparatus as claimed in claim 26 wherein the phonetic transcription characters are derived from the International Phonetic Alphabet (IPA).

28. The apparatus as claimed in any one of claims 19 to 27 wherein the apparatus includes at least one further set of block or blocks that include sign language representations thereon.

29. The apparatus as claimed in any one of claims 19 to 28 wherein the apparatus includes at least one further set of block or blocks that are writing assistance blocks wherein the block or blocks include a representation of at least one number thereon along with directions to the user on how to write the number.

30. The apparatus as claimed in any one of claims 19 to 29 wherein the apparatus includes at least one further set of block or blocks that include different language number representations thereon.

31. The apparatus as claimed in any one of claims 19 to 30 wherein each additional set of blocks has an identifying colour or representation to identify the set.

32. A kit comprising the apparatus as claimed in any one of the above claims.

33. A computer programme comprising the apparatus in electronic form as claimed in any one of the above claims.

34. A method of teaching literacy by use of the apparatus as claimed in any one of claims 1 to 18.

35. A method of teaching numeracy by use of the apparatus as claimed in any one of claims 19 to 31.

36. A method of teaching sign language by use of the apparatus as claimed in claim 15 or claim 28.

37. A method of teaching writing by use of the apparatus as claimed in claim 16 or claim 29.

38. A method of teaching a second language by use of the apparatus as claimed in claim 17 or claim 30.