The Sound Reading System (SRS) http://soundreadingsystem.co.uk/
SRS is an advanced linguistic phonics intervention 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).
It includes all the common spelling code and teaches decoding and spelling in tandem from the start.
A fully decodable story (plain text suitable for annotation) is provided for each focus phoneme.
Highly suitable for ‘dyslexics’ and struggling or non-readers of all ages including adults.
As this is an instruction-led approach to reading and spelling, the programme’s teaching manual and photocopiable materials (non-age specific) are only available with training.
”Her training and SRS are amazing! Totally revolutionised everything I knew about teaching spelling. And I’ve used SRS to amazing ends as an intervention. Very highly rate it! Superb progress. And totally secure learning” (Primary teacher. 2021)
*Contact Fiona Nevola for training details: fiona.nevola at gmail.com but please note that training availability is extremely limited at the present time.
SRS is used as a one-to-one intervention in private tutoring, schools, academies, FE colleges and youth offender institutions. It can also be adapted to use as a whole-class early reading programme (see the YouTube clip below) or as a KS2 spelling intervention programme.
YouTube clip: whole-class use of SRS at Christ Church primary school. Chelsea. London
Iffley Academy for children with complex special educational needs. Rated ‘outstanding’ by Ofsted, uses the Sound Reading System
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 is based on scientific evidence of ‘what works’
– each lesson provides 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 such as dyslexia.
One-to-one private tutoring:
The Sound Reading System works brilliantly; it’s really fast and effective. Unusually perhaps, parents are expected to 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 child has been professionally assessed and found to have difficulties following the pattern of dyslexia or not, makes no difference to a successful outcome.
SRS’s entry in the 6th edition (2020) of ‘What Works’ – a survey of reading intervention schemes in England (funded by PATOSS ‘The Professional Association of Teachers of Students With Specific Learning Difficulties). PATOSS placed the SRS programme in the top category of effectiveness as an intervention for all age groups; ‘remarkable’ in all three areas: reading accuracy, comprehension and spelling.