• Home
• Resource 1:
  More Body Parts
• Resource 2:
  Indicators
• Resource 3:
  Fitzgerald Key
• Resource 4:
  Assessment Considerations
• Resource 5:
  Arbitrary, Pictographic, Ideographic Examples
• Resource 6:
  Literacy Considerations
• Resource 7:
  Parts of Speech
• Resource 8:
  Word-Building and Word-Refining Strategies
• Resource 9:
  Short History of Blissymbolics Communication International
• Resource 10:
  Dictionaries, Software, Publications
• Resource 11:
  Mr. Symbol Man
• Resource 12:
  AAC Terminology
• Resource 13:
  Pronoun chart
• Resource 14:
  CKB Explanations of man and woman Blissymbols
• Resource 15:
  Drawing Guide
• Resource 16:
  Family members
• Resource 17:
  Community Members
• Resource 18:
  More Prepositions
• Resource 19:
  Examples of Big and Little strategy
• Resource 20:
  More verbs
• Resource 21:
  Syntax models
• Resource 22:
  More nouns
• Resource 23:
  Conversation Strategies
• Resource 24:
  Creating YOUR Display
• Resource 25:
  Looking toward Bliss 201

Resource 6

Literacy Considerations

The brief answer is that using Bliss-words gives the user full access to grammar and to expressing their intended meaning to their communication partners. Bliss-words also give the user the experience of analyzing the visual elements (Bliss-characters) contained in Bliss-words. This type of visual processing provides excellent preparation for decoding print words. The key point is that the young child, by using Blissymbolics, has the opportunity for these experiences well before he or she could derive the same learning by successfully using an orthography that is phonologically based.
Using Bliss is a useful step in climbing the “literacy ramp” from communicating with pictures to full literacy. The following articles by Shirley McNaughton are available on the BCI website, and offer further thinking regarding Bliss and literacy:

• Planning a Communication, Language and Literacy Program
• Climbing the Literacy Ladder
• The AAC Literacy Ramp