Downloads & Links for Parents & Teachers
Testimonials from Headteachers
A pdf containing five ringing endorsements from leading figures in UK education - a useful resource if ever you need to convince anyone of Sounds-Write's efficacy!
Testimonials from headteachers
High-frequency Words in Letters and Sounds
High-frequency Words in Letters and Sounds
How Sounds-Write readers support Letters and Sounds
Sounds-Write readers and Letters and Sounds
For Sounds-Write Units 1 to 7. These activities are designed to improve left to right directionality, visual discrimination and letter (spelling)/word memory. They can also help with fine motor and hand‐eye coordination. Tracking activities are also designed to support the teaching of scanning and locating. The students differentiate between nonsense groups of letters and real words.
The activities can be completed as a whole class activity or individually. Some students may need adult support. The worksheets can also be divided into smaller activities to meet the students’ needs. Timing can be a fun part of the activity. Students can race the clock, record their time and then try to beat their time when the activity is next presented to them.
Tracking Activities - Complete
SpeedRead is designed for use as a classroom activity by Sounds-Write trained teachers and TAs. It can be used as a main part of a lesson or as a warm-up. [For details, please see instruction sheet].
It is designed to follow the order in which sound-spelling correspondences are introduced in the Sounds-Write literacy programme: Unit 1: a, i, m, s, t; Unit 2: n, o, p; Unit 3: b, c, g, h; Unit 4: d, f, v, e; Unit 5: k, l, r, u; Unit 6: j, w, z; Unit 7: x, y, ff, ll, ss. In Units 1 to 7, all words have the structure CVC. Units 8 to 10 do not introduce any new sound-spelling correspondences but the complexity of the structure of the words is increased as follows: Unit 8 VCC and CVCC; Unit 9: CCVC; Unit 10: CCVCC, CCCVC, CCVCCC. Finally, Unit 11 introduces the sound-spelling correspondences: <sh> for /sh/; <ch> for /ch/; <th> for /th/ (voiced and unvoiced); <ck> for /k/.
SpeedRead - Complete
Sounds-Write Research Report to Schools 2009: A Longitudinal Study of Literacy Development from 2003-2009 following 1607 Pupils Through Key Stage One
From the outset, Sounds-Write has asked schools using the programme to participate in testing their pupils using objective tests of reading and spelling.
The 2009 Sounds-Write Report to schools shows the progress of 1607 individual pupils for whom we have spelling test results obtained during May and June at the end of each of their YR, Y1 and Y2 school years.
The results demonstrate conclusively that, given high quality training, teaching practitioners can teach virtually all children to learn to read and spell. In our study, 91% of the pupils tested moved up to Key Stage 2 with basic literacy skills at an age appropriate level or above. What is more, boys do as well as girls, socio-economic background makes little or no difference, and geographical location is not a factor.
The full story is contained in this pdf file... Sounds-Write Research Report 2009
Archived Sounds-Write Research Report from 2008
The archived file...Soundswrite Report On Data Collection_2008
Sounds-Write compared to Letters and Sounds - a Synopsis of the content of Phases 1 to 5 (i.e. YR and Y1)
Gender difference and slower starting learners; Reading Age data in Y1 & Y2
Here are two sections from the Sounds-Write Data Report for 2007, which are not contained in the 2008 report:
Gender difference and slower starting learners: Sounds-Write data from the 2007 report
Reading Age data in Y1 & Y2 for pupils taught using Sounds-Write (from the 2007 report)
Leaflet for YR parents:
Here is a leaflet that provides a guide for parents of children in reception:
Leaflet for YR Parents
Download sheet for parents:
An information sheet with common spellings of the consonants and vowels can be downloaded here:
Common Spellings of the Consonants & Vowels
Lexicon of English Spellings from Sounds-Write:
This reference work has been developed for the benefit of classroom teachers and all those interested in literacy. It is preceded by a short theoretical paper about English spelling.
The lexicon can be freely downloaded via this link
The lexicon can also be ordered as a paperback for £8.50 via Lulu.com
The Literacy Blog:
Informed opinion on the latest developments in literacy from John Walker, a director of Sounds-Write.
The Sounds of English:
Sounds of English - click here
If you're not sure how to say the sounds of the Initial Code accurately, listen to the delightful way they are spoken by children at St Thomas Aquinas Catholic Primary School and copy them.
The Reading Reform Foundation:
Particularly their Discussion Forum:
Times Educational Supplement:
Select ‘Browse Forums’ and go to ‘Early Years’, where there are usually threads running on how to teach reading and spelling.
Susan Godsland's Website:
For its encyclopaedic knowledge of everything and anything to do with debates about the teaching of reading and spelling.
Dandelion Readers from Phonic Books:
Forward with Phonics:
Sounds-Write trainer Frances Woodward has written two books: Phonics Resources for Older Learners and Phonics Stories for Older Learners. They are designed to supplement the Sounds-Write programme when working with older children, adults and ESOL learners.
Illustrations for many of our books are provided by these most excellent illustrators:
Judith Wardle - www.picturetent.co.uk
Richard Deverell - www.richarddeverell.com and www.two-dee.com