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:
Archived Sounds-Write Research Report from 2008
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:
At St George’s we have used Sounds-Write for over five years and I cannot recommend it highly enough. We are a National Support School and have visitors from all over the UK and abroad visit the school each year. To a person, they are always astounded by the phonics and spelling they see.
Sarah Collymore, Headteacher, St. George’s CE Primary School
I recommend Sounds-Write to every teacher and school leader I meet. At Floreat we teach Sounds-Write in structured lessons in Nursery and Reception as well as Year 1. We achieve consistently outstanding results and our parents are amazed at how well their children can read and spell.
Janet Hilary, National Leader of Education and Chief Executive Officer, Floreat Education
Sounds-Write has had a significant impact at Princecroft School and is transforming the life chances of our children. From very low starting points the children now make rapid progress in their phonics and by the end of Years 1 and 2 are decoding and reading at standards above their peers nationally.
Michael Park, Headteacher, Princecroft School
Sounds-Write is more than just a scheme for phonics. For Selby Community Primary School it has improved pupils’ self-esteem around reading and writing. Sounds-Write has developed stronger spellers and pupils who transfer their phonics knowledge straight into their written work.
Ian Clennan, Headteacher, Selby Community Primary School
Teachers’ subject knowledge and therefore their confidence with teaching phonics has vastly improved since the implementation of Sounds-Write. The skills taught through the programme are transferable throughout the curriculum with improved reading, writing and spelling from our children.
Lindsay Vollans, Headteacher, St. Michael’s C of E Primary School