Success Stories

Parent working with child

What do Parents Say?

“My son’s reading is coming on very well and I have noticed a definite increase in his self-confidence as a result.”

“Max’s class teacher said they have seen a massive improvement in his attainment in the past year.”

“His teachers also noticed the difference with his spelling and the amount of work he produced without his writing getting messy and him so tired. I can only put that down to the support he received through Units of Sound.”

“I just wanted to say thank you, because my daughter’s reading, writing and overall confidence with literacy has come on in leaps and bounds over the past couple of years.”

“We love Units of Sound.”

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Adult Learning

Westminster Drug Project, London

 The program was used with adults who had problems with literacy due to a variety of life circumstances, including learning differences, disrupted education and issues around addiction. Students started working on Units of Sound in 2014.

“Teachers and volunteers working with their clients on Units of Sound were equally impressed with the program and could visibly see an improvement in self-esteem. One support worker said Units of Sound ‘gave reassurance to clients that they were better than they thought they were’”.

“It enhanced self-esteem, confidence and added value.”

“Concentrating on this twice a week helped people maintain abstinence.”

Westminster Drug Project believes that with the right support people can make long-lasting transformations in their lives. After using Units of Sound, one of their service users said,

“It gave me more confidence to apply for jobs. I don’t know if I would have done this without the program.”

Village project, North Carolina

“For those with basic oral English skills, Units of Sound has immense potential for English language learners who desire to further develop their proficiency in reading and spelling. (or just English proficiency).”

Deborah Wilson, graduate student

Success Story - Children in priamary school

Primary Schools in the UK

Primary school: If I was asked to recommend Units of Sound to another school I most certainly would do so. It is already showing benefits for our pupils, and the confidence they are growing with using this scheme is outstanding. Visually seeing their progress really helps them realize it is all worth it, and that they will get better and better.

Primary school: It is easy to administer and children are highly motivated by the program. The children quickly learn to use it independently. The structure of activities promotes overlearning and helps develop skills quickly so that children’s confidence is increased. I would definitely recommend it.

We have very much appreciated being able to introduce Units of Sound into our school. We are still in the early stages, but it has become a very useful tool in supporting pupils with literacy difficulties, including dyslexia, and one which we see ourselves using more and more.

Primary School: We encourage the children and their parents to make use of it regularly at home, especially during long school breaks such as the summer holiday.

It covers a lot of ground in a short session and is very structured…it encourages the children to focus as there is no other distraction within the program, compared to some other more games-based programs.

I like the spelling test at the end of each spelling section and it’s very useful to be able to save these in a folder on the computer.

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Secondary Schools in the UK

Coeducational State Secondary School in East Sussex, age range 11-16

This school was looking for a solution to the problem of how to reach students who are already behind when they start secondary school. It has a number of students who are not meeting targets, a minority of which also have specific learning difficulties.  It found Units of Sound to be helpful with students who had dyslexia, but also with students who have gaps in their phonetic knowledge which had not been identified or addressed in primary school.  They valued the way in which Units of Sound allowed teenagers to go back to basics and fill in knowledge gaps with privacy.  This helped with student self-esteem in two ways: by solving the problem and by maintaining student integrity.

“All the students I have worked with on the program have been closely monitored and regularly tested. The vast majority have increased their standardised score in reading and spelling when using Units of Sound as part of a literacy withdrawal scheme of work. Units of Sound…is a very valuable tool.”

Academy Secondary School, Hampshire (age range 11-16)

 This school had 52 students working on Units of Sound when asked to give feedback.  They are impressed with the program because it is tailored to the needs and ability of each individual student.  Units of Sound is useful because students can focus on the areas they particularly need to work on and at their own speed; students like it because they can work independently and go over things as much as they need to.  This school finds that the way the program is separated into three separate levels helps to give the students a sense of progress  and also the fact that it is in four skill strands gives the students variety and reinforces learning.

 “It’s a great program which allows pupils to work at their own speed and level so you can have pupils of different abilities in the same groups. The pupils are generally positive about the program and they love moving on to the next level.”

Independent School in Wales (age range 3-18)

This is a non-selective private school and is one of the highest performing schools in Wales. It was looking for a program to support dyslexic students and boost literacy skills, including extended writing, for non-dyslexic students.

They found that the multi-sensory nature of the program makes it effective for students with dyslexia, and that those students who are demotivated also like the program. They found the resources are useful in giving pupils feedback; particularly in reinforcing punctuation and developing proofreading skills.

“As a department, we monitor our pupils’ overall progress in literacy skills development by annual standardized assessment…. These standardized tests will not reflect [fully] the range of Units of Sound experience that individuals have had.”

Appleford School: Comprehensive, varied and individualized – the optimum, user-friendly tool for pupils at Appleford to make progress in spelling. Provides measurable outcomes for formative and summative assessment. Crosses all the T’s and dots all the i’s!