  
Sample Cards
FUN
Originally developed with dyslexics for dyslexics, our products have gained a much broader appeal. They are used widely to develop reading, spelling and other skills.
LEARN
Don't let the superficial simplicity of SWAP and FIX and other games fool you. They are 'lots of fun' on the surface but they are also powerful, subliminal learning aids.
PRODUCTS
These products are designed to appeal to all ages (5 to adult) and we are confident that they will reach places other products do not reach
GAMZ was set up in 1993 by Bobbie Hill, while working with dyslexic learners. The games were developed with her pupils over a period of 10 years. She realised the need for simple, professionally produced learning aids. They had to be fast to set up, and quick and meaningful to play. They had to appeal to children and adults alike. She knows that teachers and parents need such resources and often do not have the time or the availability of economic printing facilities to produce them.
Quality of manufacture was important. A 'home-made' feel often engenders a negative response - particularly from children.
Simplicity was also essential. You may yourselves have had to rewrite the rules of a game in order to make it playable within the given time! The ease and interest of play of SWAP and FIX, with a strong competitive element levelled by chance, fitted her needs. She thinks they will also fit yours ...
The GAMZ Player software was a natural development following the success of the card games.
The aim of GAMZ is to supply you with these professionally produced resources that we know you need. With SWAP and FIX you can be sure of a tried and tested formula from a supplier who has the success of her products' application as her prime concern. We are particularly proud of those occasions on which our products have inspired students where other methods failed.
As an aside, the name of the business, GAMZ (pronounced games), was chosen by dyslexic children with a sense of humour!
|
Swap Gamz 1-35 |
Consonant-vowel-consonant words giving a lot of practice in b/d recognition. No irregular words. |
| Game 1 |
| a, e, i, o, u |
| (Short Vowels) |
|
| Game 2 |
One syllable, short vowel words - ch, sh & th in initial and final positions. Some common irregular words. |
| ch, sh, th |
|
| Game 3 |
One syllable words including dialect vowel variants. e.g. a in glass. |
| -ff, -ll, -ss, -zz, -ck |
|
| Game 4 |
Includes homophones relating to words in Game 5. |
| a_e, e_e, i_e, o_e, u_e |
| (Lengthening e) |
|
| Game 5 |
Includes homophones relating to words in Game 4. ee body words and ea eat words form main clusters. -ve and qu- words included. |
| ai, ay, ee, ea, oa |
| (Vowel Digraphs) |
|
| Game 6 |
Includes ur days, ir numbers. Some -ve, -se, -y (long e) words. |
| er, ir, ur, ear |
| (Sound er) |
|
| Game 7 |
Includes many homophones for identification and discussion - there & their included. |
| air, are, ear, eir, ere |
| (Sound air) |
|
| Game 8 |
or includes final ore words. Common homophones included. war words from Game 9 can be used. |
| or, aw, au, oor, our |
| (Sound or) |
|
| Game 9 |
-ward ending included to highlight its shwa sound. |
| wa, wor, war, -ward |
| (w Rules) |
|
| Game 10 |
Enables player to see highlighted silent letter while vocalising to aid spelling recall. e.g. wrong |
| Silent letters |
| t, h, b, k, w |
|
| Game 11 |
Can be used to emphasise final long i spellings only. ite & ight words reinforce ight as more common spelling. i_e from Game 4 gives additional words. |
| -y, -uy, -ie, i_e, igh |
| (Long i) |
|
| Game 12 |
ue family includes 1 syllable & 1 syllable+ words to accommodate different spelling stages. u_e words in Game 4 designed to be used with this pack. |
| oo, ew, ue, ui, ou |
| (Long u) |
|
| Game 13 |
Opportunities for vocalising ending as spelt. e.g. actor, popular. our family emphasises predominance of abstract nouns. |
| -er, -ar, -or, -our |
| (Final er) |
|
| Game 14 |
-tion includes i) long vowel, ii) short vowel + consonant, iii) short i - spelling can be taught in stages. |
| -tion, -cian, -ssion, -sion, -shion |
| ('shun') |
| |
| Game 15 |
One syllable, short vowel words with the emphasis on rhyming. |
| and, -ent, -ing, -ink, -ump |
| (End Blends) |
|
| Game 16 |
One syllable, rhyming words. Introduction to soft c (ce) and soft g (ge). Never j at the end of a word. |
| -all, -old, -ace, -ice -age |
| (Whole Word Endings) |
|
| Game 17 |
One syllable words - tch and dge follow short vowels. Silent t and d are highlighted to aid spelling recall. Further development of soft g (ge) vocabulary. |
| -ch & -tch, |
| -ge & -dge |
|
| Game 18 |
Primarily a reading game to identify vowels which soften c, (e, i, y). |
| ca, ce, ci, co, cu, cy |
| (hard/soft c) |
|
| Game 19 |
Identifies vowels which soften g, (e, i, y). ge includes -age ending (e.g. village). gu includes silent u (e.g. guess, vague). |
| ga, ge, gi, go, gu, gy |
| (hard/soft g) |
|
| Game 20 |
Pairs of vowel digraphs - showing that oi and ou never occur at the end of a word. |
| oi & oy, |
| ou & ow |
|
| Game 21 |
Awkward vowel groups. High frequency reading and spelling words. -ey noun cluster (otherwise for long e sound at the end of a word use y). |
| ea, ie, ou, -ey |
| (head, thief, touch, valley) |
| |
| Game 22 |
Consonant-vowel-consonant words with all consonants (except z) included as initial sound. |
| -ad, -et, -it, |
| -ot, -ug |
| Short Vowel Rime |
|
| Game 23 |
One syllable, short vowel words - mainly single consonant ending. |
| cl-, fl-, gr-, |
| sl-, st- |
| Initial Double Blends |
|
| Game 24 |
Mainly one syllable words. |
| scr-, spl-, |
| spr-, str-, |
| thr- |
| Initial Triple Blends |
|
| Game 25 |
One syllable words with some initial blends or digraphs, emphasis on rime. |
| -ang, -ank, |
| -ift, -unch, |
| -ust |
| End Blends 2 |
|
| Game 26 |
One syllable words, some with initial blends or digraphs. |
| -art, -ash, -ell, |
| -ick, -ook |
| End Chunks Rime 1 |
|
| Game 27 |
One syllable words, some with initial blends or digraphs. |
| -ear (hear), |
| -ind, -ire, |
| -ought, |
| -ow (snow) |
| End Chunks Rime 2 |
|
| Game 28 |
One syllable words, some with initial blends or digraphs. |
| -ade, -ake, |
| -ale, -ame, |
| -ate |
| Long a Rime |
|
| Game 29 |
Mainly multisyllabic words. |
| Greek ch, ph, |
| qu, aught |
| |
|
| Game 30 |
Two syllable words, highlighting need for double consonant after short vowel with le ending. e.g. apple, middle. |
| -ble, -dle, -fle, -ple, -tle |
| |
|
| Game 31 |
Endings - multisyllabic words. e.g. village, music, vision, picture. |
| -age, -ic, |
| -sion, -ture |
| |
|
| Game 32 |
Endings - multisyllabic words. -al and -el include common exceptions to le ending. e.g. animal, travel. |
| -al, -el, |
| -able, -ible |
| |
|
| Game 33 |
Endings - multisyllabic words. |
| -ous, -ious, -cious, |
| -cial, -cient |
| |
|
| Game 34 |
Endings - multisyllabic words, linking -ant & -ance and -ent & -ence. |
| -ant, -ance, |
| -ent, -ence |
| |
|
| Game 35 |
Endings - multisyllabic words, where final e is silent and not lengthening. e.g. climate, engine, opposite, positive. |
| -ate, -ine, |
| -ite, -ive |
| |
|
Fix Gamz 1-7 |
An introduction to suffixing where the root word remains unchanged. |
| Game 1 |
| -ed, -er, -est, -ing, -ly |
| (Simple Suffix) |
|
| Game 2 |
Perhaps the most straightforward of the 3 basic suffixing rules. The retained e with a consonant suffix is highlighted, while dropped e with a vowel suffix is shown pictorially. |
| -ed, -est, -ing, -ly, -y |
| (e Rule) |
|
| Game 3 |
Pairs of words, e.g. hopping/hoping, to encourage learner to look and listen for double consonant and short vowel. Pelmanism can be played with these cards. |
| -ed, -er, -ing, -y |
| (Doubling Rule) |
|
| Game 4 |
Perhaps the most difficult suffixing rule since it requires examination of root word and suffix. i taking the place of y is shown pictorially as the general rule, and y is highlighted where retained (vowel before y or ing suffix). |
| -ed, -er, -ing, -ly |
| (y Rule) |
|
| Game 5 |
"Drop the l, keep the s," |
| al-, -ful, -til, -less, -ness |
"Then you won't get in a mess." |
|
| Game 6 |
A miscellany of prefixes which tend to give rise to spelling errors. e.g. ex ( not s ) and mis-, dis- (one s) |
| de-, dis-, ex-, mis-, per- |
| |
|
| Game 7 |
Prefixes which give obvious meanings to words. |
| trans-, sub-, uni-, bi-, tri- |
|
|
|