Tingog Delta uses a soft gong and Hillascence™ Speech Hills to make the hidden rhythm of English visible, so children can hear, see, copy, compare, and revisit speech patterns that usually disappear too quickly.
Do not say the app diagnoses, treats dyslexia, fixes reading, or clinically entrains brain rhythms. Say it supports noticing, phrase-level listening, Hillascence™ Speech Hills, prominence/time shape, and return to flow.
Hillascence™ is the Tingog name for the Speech Hills system. The terrain is the Tingog signature: Speech Hills. The hills are a child-friendly representation of speech shape. They are not “volume scores.” A prominent word may be louder, longer, clearer, fuller in the vowel, higher or moving in pitch, phrase-final, or simply more meaningful in context.
Use Hillascence™ for the named Tingog hill system. Use Speech Hills for the child-facing visual hills. Avoid older draft spellings.
Short i uses the deep green tapered pillar. Reduced vowels / schwa use the cobalt rock-pile valley. Short-a and broad-a hills remain part of the larger Tingog hill family. The current Delta sentence set does not include a standalone HFW I, so the special fused HFW I hill is reserved for later materials and is not active in this Delta build.
| Old wording | Use instead | Why |
|---|---|---|
| Stress level | Prominence / time shape | Prominence is a composite cue, not only loudness. |
| Accuracy score | Shape match or pattern echo | The child is practicing noticing, not being graded. |
| Delta entrainment | Attention to slow phrase timing | Safer for pre-pilot and parent-facing language. |
| 2 Hz sweet spot | Rough tap-rate estimate / timing window | Human taps are approximate and should not be clinicalized. |
Hear the words in chunks. The goal is not to chop speech into dead words. The goal is to notice how English carries meaning through hills, valleys, linking, reduction, and return to phrase flow.
| Level | Name | What the child hears | Use |
|---|---|---|---|
| A | Sentence | Natural whole sentence | Meaning and contour first |
| B | Prosodic chunk | Meaningful sound group | Phrase rhythm and reset |
| C | Function bridge | Little words in flow | Valleys, links, coarticulation |
| D | Clean word | One printed word | Decoding and mapping |
| E | Sound/letter | Phoneme, rime, grapheme, or tile | Structured literacy work |
Current visible parse: Pap is | in the inn. Recommended teaching path: gong → whole sentence → parsed chunks → clean focus word when needed → rebuild → whole sentence.
| Word | Speech role | Suggested prominence/time level | Best first audio |
|---|---|---|---|
| Pap | opening anchor | 4 | Pap |
| is | bridge start | 2 | Pap is, then is in |
| in | bridge rise | 3 | is in, then in the |
| the | carried valley | 3 | the inn, then in the inn |
| inn | main landing hill | 5 | inn, then in the inn |
| Feature | What changed | How to explain it |
|---|---|---|
| Gong | The gong is preserved as the first step. | “The gong gets the ear ready before the sentence.” |
| Hillascence™ Speech Hills | The hills are foregrounded again and should never reduce to dots. | “Hillascence shows where the voice lands, dips, links, and rises.” |
| Parsed chunks | Chunks are visible directly under the sentence/terrain. | “These are the sentence parts we are listening for.” |
| Chunk audio | Chunk buttons play the matching slice of the model voice when available. | “Hear the whole sentence, then hear the useful little piece.” |
| Editable prominence | The adult can adjust 1–5 numbers after listening to the recording. | “The app does not decide the right shape; the adult can tune the hills to the teaching model.” |
| Audio cleanup | Embedded voice clips were conservatively cleaned and leveled without trimming timing. | “The voice should be clearer, while the tap timing stays intact.” |
The Hz badge is a rough description of tap pacing. It is useful for noticing whether the model was very rushed, very slow, or steady enough for practice. It is not a clinical measure and not a proof of entrainment.
Ask: “Was this model slow enough for the child to hear the chunks?” and “Were the taps steady enough to animate the sentence?” Do not ask: “Did we reach the correct brain frequency?”
| Observation | What it may mean | Teacher response |
|---|---|---|
| Word-by-word reading | The child may not yet hear phrase grouping. | Replay the whole sentence, then one chunk, then rebuild. |
| Function words disappear | The bridge is too fast or too low-salience. | Play the neighbor chunk: the inn, in the inn, has a. |
| Flat voice shape | The child is not yet marking prominence. | Contrast two presets and ask which hill changed. |
| Good word but poor sentence flow | Word mapping worked, but phrase reset is needed. | Return to chunk, then whole sentence. |
Use Hillascence™ consistently as the working name for the Tingog hill system. The written guides, art, app visuals, and original explanations can be protected as creative materials. The name itself should be treated as a mark to check and protect separately.
Temporal sampling, speech-envelope tracking, rhythm, and visual-acoustic feedback are useful design foundations. They do not by themselves establish that this app changes neural entrainment or improves reading. Treat the current version as a structured noticing and practice tool. Future validation should test whether children can interpret the display, whether it changes listening or reading behaviors, and whether there are null or adverse effects.
Delta 2 adds a meaning-question layer to the existing Tingog Delta sentences. The sentence set does not need to change. The teacher asks a question, the child finds the word or chunk that answers it, and the Speech Hill rises or glows where the meaning lands.
The question tells the hill where to land. The hill often lands on the word or chunk that answers the question, corrects an idea, or carries the new information.
| Sentence | Question | Hill lands on |
|---|---|---|
| Pap is in the inn. | Who is in the inn? | Pap |
| Pap is in the inn. | Where is Pap? | inn |
| Pip has a map. | What does Pip have? | map |
| Bam has the map. | Who has the map? | Bam |
| Bam is in the bin. | Where is Bam? | bin |
| Pap nabs Bam. | Who gets nabbed? | Bam |
Delta 2 is ready as a teacher-led pilot, workbook page, or separate Question Mode build. It should not yet be described as a finished scoring system. It is a meaning-and-prominence activity, not an assessment.