The Sound Reading
System (SRS) http://soundreadingsystem.co.uk/
SRS is an advanced
linguistic phonics programme that teaches struggling readers of any age how to read and spell. The programme is based on the research and prototype of Prof. Diane McGuinness and adapted, with her permission, by *Fiona Nevola
B.Ed.(Sussex) M.Sc.(Oxon). The programme
is also being used successfully as a whole-class early reading programme, in Further Education Colleges, Academies, and in Youth Offender Institutions
*Please contact Fiona Nevola for training details: fiona.nevola at gmail.com.
Fiona Nevola talks about the programme
YouTube clip: whole-class use of SRS at Christ Church primary school. Chelsea. London. 21% disadvantage 25% ESL.
2014 KS2 SATs: Reading 96% L4, 79% L5. Writing 93% L4, 68% L5. SPAG 82% L4, 82% L5.
Iffley Academy for children with complex special educational
needs. Rated 'outstanding' by Ofsted, uses the Sound Reading
The Sound Reading System ticks all the boxes:
- teaches all the common English alphabet code spellings in logical, incremental steps
- suitable for all age groups including teens and adults
- every component of the programme based on scientific evidence of 'what works'
- multi-sensory, each lesson providing multiple tasks that reinforce all possible sensory and motor systems
- fast working; contains no ineffective and time wasting practices or procedures
- no 'rule' learning, no sight word memorising, no letter names, no guessing
- suitable even for those with severe literacy challenges, e.g ‘dyslexia’.
The Sound Reading System works brilliantly; it's
really fast and effective. Unusually perhaps, parents sit in on the lessons so they understand the procedures and can support their
child with the between-lesson, fail-safe homework tasks. In
this way progress is maintained from one weekly session to
the next. The programme works rapidly with positive advances
to the child's reading skills being perceptible to all involved
within a short time. Whether the student has been professionally assessed and found to have difficulties following the pattern of dyslexia or not makes no difference to a successful outcome.
Many parents have discovered that there are significant side-benefits to attending SRS tutoring lessons alongside their child, especially if they have other children of pre-school age. The English alphabet code is de-mystified and the teaching of reading is shown to be a simple, straightforward task when it is done directly and systematically using the carefully designed SRS materials.
Three page article about my Sound Reading System tutoring from Exeter's Express&Echo
HOW SAM FOUND A WAY
WITH WORDS Download
the full PDF article here - you'll need to 'magnify' the article to read the print.
The Dyslexia-SpLD trust independently reviewed the SRS programme's research results* and placed it in the top category of effectiveness as an intervention, 'remarkable' in all three areas, for all ages:
-for reading accuracy in Y2-adult
-for comprehension in Y2 -adult
-for spelling in Y2-adult
''I can't believe how simple the Sound Reading System is and why it isn't taught in primary schools. Charlotte was reading better after 10 weeks of SRS compared to two and half years at school. Without the SRS I dread to think where Charlotte would be now. Her progress has amazed even her teachers'' (parents LG&MG) Three years after finishing the SRS course Charlotte emailed me herself: ''I just wanted to say that I recently sat my year 5 exams and I got a 4B for my reading test which means I achieved a result equal to a year 6 leaver. For my writing I got 3A which is the top score for my year group and 4 for speaking and listening which again was above my year group. I hope you are keeping well and once again thank you for all your help as all the hard work is now paying off''.
''The last 10 months have been the most rewarding experience we could have hoped for. Our little girl is now happy to go to school and is eager to read'' (KJ. Rosie's mum). Rosie (age 6) says, 'Before I went to Susan's house I was not very good at writing and reading and I was unhappy when I got things wrong. Now I have confidence to have a go - no guessing! Now my teachers at school say I am a super star''
'The work that Susan has done with Harry has had an impact across the curriculum and enabled him to begin to realise his potential. The outstanding benefits however have been seen in Harry’s literacy skills. His reading has improved beyond recognition. He uses his phonic skills quickly and competently allowing his fluency to develop. To his great delight he has been able to read Horrid Henry books at bedtime, this is a real achievement. A few months ago Harry would have found a million other things to do...I particularly like the structure of the programme and the way in which we are involved at home. It has been easy for us to complement the work done in the lesson with the homework provided by Susan. Harry clearly understands the homework set and it re-enforces the focus sound taught' (parent LD)
''Since our son Oliver started the 'Sound Reading System' not only has his reading and understanding of English improved ten fold but his confidence too. I know that this is natural as he has realised that he is not stupid (or behind) as any child in his previous situation begins to feel...''. ''I have seen a tremendous improvement in Oliver's attitude, self belief and capability since he has embarked on this teaching system with Susan Godsland. When he left school he was bewildered, frustrated and consequently unhappy and worried when asked to do anything remotely academic, yet now, six months later, he is positive and enthusiastic and actually wants to sit down and do his homework. This system has provided a solid foundation that Oliver feels comfortable with and understands, and has transformed his self confidence and belief in his own ability.'' (parents SM&JM)
James' mum emailed to say, ''(H)e is more and more deciding to pick a book up of his own accord to read, and is tackling some very long words and getting them right. He has also moved up a group in the Letters and Sounds that they are doing in school before some of his peers which are on higher reading levels of books, which has also boosted his confidence. He has also corrected a teacher by telling them that the spelling ea in a word makes more than 2 sounds, not just e or ee but a-e too!!!! I don't think she was too amused but James knew he was right!! I told him he was GREAT!!!!! :O) LOL'' (SH)
'Without these lessons I would still be in a bad place with English, forever avoiding spelling or reading in public. Now my future as a professional looks better & I feel better about a problem I have always had. If I had these lessons when at school I would not be writing this now, I could have spent the money on flying lessons, lol but having said that these lessons are priceless when the knock on effect to my own life is so high. The effects of these lesson will even be felt by my children when I come to teach them how to read. So thank you again Susan' (JM. aged 25)
'We got some books and an ACE dictionary (which caused no end of problems as ds and I tried to figure out how many syllables words had so we could look them up) and then I was directed towards the Sound Reading System by [Susan], a poster here (she's posted on this thread). We found a tutor and ds and I had I think six coaching session over one summer on synthetic phonics taking him right back to the basics and we learned that there was a code to reading which he could learn and understand. It was transformational. A few years later and he still can't write for toffee, but he really enjoys reading. The little boy who screamed and cried when I tried to get him to do his half hour reading I now have to check after lights out for books snuck into bed. I suspect that if he had been taught synthetic phonics from the get go it would have spared him (and us) three years of misery...and thanks again [Susan], you really changed my son's life' (post on Mumsnet)
Note, that SRS is amongst a mere handful of remedial programmes which are fully compliant with the 2006 Rose review's advice on literacy interventions; '..effective intervention work should focus on the phonic skills children have already met in their mainstream classes but may need more help and time from skilled adults to strengthen and secure those aspects they had not first understood' (Rose 2006 para153) The DfES (now DfE) agreed: 'High-quality phonic work, as defined by the Rose review, should be a key feature of literacy provision in all the ‘waves’ of intervention'(DfES 2007 PNS)