Maddi from St Josephs School reflects on the early impact of the Sounds-Write program
Sounds-Write
Quality literacy instruction starts with a high impact, structured, synthetic phonics program.
What is Sounds-Write?
Sounds-Write is an evidence-based phonics program designed to teach reading and spelling, using a structured, cumulative, sequential, and explicit method. It emphasises practical, hands-on learning to help students grasp essential skills and concepts.
Ideal for beginning readers in Reception to Year 2, Sounds-Write also provides effective intervention for older students struggling with reading and spelling from Year 3 onwards.
Who is this program for?
• Educators
• Tier 2 & Tier 3 Intervention Educators
• School Leaders/Literacy Coordinators
• Literacy Support Staff/Tutors
• Speech Pathologists
Georgia, Speech Pathologist
See why Georgia, Speech Pathologist and Sounds-Write Practitioner, recommends this training.
Sounds-Write Training Options
Join our intensive and practical face-to-face workshop, delivered over four days at our Educators’ Hub. To ensure optimal delivery and engagement, the course maintains a limited number of participants.
Our 6-week online course is designed to be flexible and is equivalent to the four-day face-to-face training.
We are Sounds-Write specialists here at SPELD SA. For years we’ve been delivering the program in an intervention setting through our Literacy Clinic, as well as providing training to hundreds of educators and allied health professionals across Australia, each year.
As accredited trainers in the Sounds-Write approach, we offer comprehensive Practitioner Training suitable for schools, organisations, and individuals. Whether you prefer attending our Educators’ Hub or training online, our qualified trainers are committed to empowering professionals with effective literacy instruction strategies.
We can also offer on-site training in your school.
Accredited Trainers
Kerry Williams
Genine Riley
Ilona Sydney-Jones
"I am so thrilled that I chose this phonics course as a way to teach my kids the sounds of the English language". - Jessica Taylor (Speech Pathologist).
“We have seen a dramatic increase in our children’s confidence in decoding more complex words.” - Sarah Lawson (Year 2 Teacher)
This course provides educators with:
• An understanding of the skills, conceptual knowledge and code knowledge that students need to become competent readers and spellers
• A carefully developed scope and sequence moving from simple to complex from Reception to Year 2
• The knowledge to use the program in Years 3-6
• An understanding of how to use the program as intervention in primary and secondary settings
• Diagnostic tools to know where to start students in the program
• An approach that is successful in whole class, small group, and one-on-one settings
• The option to complete the course either as a 4-day face-to-face training or online training over a 6-week period
• Hands on experience in delivering Sounds-Write lessons with differentiation strategies
“These decodable books - I love... They develop in complexity as they go along. Once children learn the sound correspondences through blending and segmenting activities and practise these skills in the code knowledge you can start practising these skills reading decodable text. There is quite a bit of material here (in the SPELD SA Phonic books) that you can practise on, which is another reason why I like the books. In many decodable readers all you'll get is 4 or 5 words. Not only have you got that, you've got two sentences to read on one page. These develop in complexity as they go along. Books like this are a huge help.” John Walker - Sounds-Write Founder
School success stories
St Josephs School
Parafield Gardens High School
"The kids were getting it; it was joyful, it was engaging."
A case study showing the impact of implementing the program.
Georgia, Speech Pathologist and Sounds-Write Practitioner
“I would highly recommend this training to other speech pathologists because
it provides a solid foundation for supporting literacy development.”
