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Why Sounds-Write works

Our programme offers the classroom and special needs teacher an instructional method that works because, as the Rose Review recommended, it is a highly structured, cumulative, sequential, explicit and code-oriented instructional programme for teaching all children to read and spell.

Sounds-Write provides the classroom practitioner with rigorous training in how to teach reading and spelling from the moment children begin their schooling in the Foundation Stage, throughout Key Stage 1 and into Key Stage 2. In addition, the programme also provides a highly successful intervention for special needs teachers working at primary, secondary and tertiary levels of education.

highly structured


  • is a real phonic programme that teaches in simple steps how the sounds of the language are represented by the writing system
  • places emphasis on giving practice that is grounded in physical, concrete experience of the ideas and conceptual understanding the pupils need to assimilate
  • teaches the three essential skills of segmenting, blending and phoneme manipulation necessary for reading and spelling throughout the programme on a daily basis until all pupils achieve the automaticity that underlies the fluency of every successful reader.

Sounds-Write is effective because it:

  • can be easily implemented in the classroom with the minimum of expense, planning and preparation
  • provides clearly structured, easy-to-follow lesson plans
  • is developmentally appropriate for beginning readers in YR, Y1 and Y2
  • offers fast and highly effective intervention for children at all levels who have fallen behind in their reading and spelling

We place great emphasis on having highly-trained and thoroughly experienced professionals working as our trainers, and we are available to discuss any issues you are facing. If you have any questions after reading this page, you are welcome to get in touch; if your questions require some discussion we will arrange for you to chat with one of our expert literacy professionals.

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