Success Stories

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 and that he is now on target for getting a level 4B English in his SATs.”

“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.”

“Thank you so very much for making the access to your programme possible for my daughter.  She went from primary school level to GCSE in just 8 months, and Units of Sound played a large part in that. She now reads to herself before bedtime! It is slow work for her, but she does it.  She also reads her plumbing course book, even the bit she doesn’t ‘have to’.  This would not have all happened without this support.”

“We love Units of Sound.”

“We are loving how the programme works. Our son is able to do so much on his own, and it is so easy to navigate Literacy that Fits with the helper videos and instructions. Thank you so much for your help. It has been a blessing.”

Adult Learning

Westminster Drug Project, London

Westminster Drug Project is a leading UK charity that provides drug and alcohol recovery. In two of its community centres, where many clients have negative associations with learning and have missed out on schooling, Units of Sound has been invaluable.

One service user said, “I wish I had done this at an earlier age…it should be available to all”. He also said, “It changed my attitude – I am now more prepared to listen to professionals”.

Another man summed up why Units of Sound is so beneficial: “What I enjoyed about using the computer to improve my spelling is that I can just get on with it myself. I’m not being judged by anyone”.

Other clients said…

“I embraced it”
“I wish I had done this at an earlier age”
“It was tremendously helpful”
“My computer and keyboard skills improved, as well as literacy and confidence”
“I felt educated… stimulated”
“I learnt more with this than I did at school”
“It gave me more confidence to apply for jobs. I don’t know if I would have done this without the programme”

What staff had to say…

Tutors working with their clients on Units of Sound were very impressed with the program and clearly saw improvements in self-esteem:

“It 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”

Primary Schools

Primary in East Sussex: 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 realise it is all worth it, and that they will get better and better.

Primary in Scotland: It is easy to administer and children are highly motivated by the programme. 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. The support provided by Dyslexia Action has been invaluable.

Primary in Gloucestershire: 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 programme, compared to some other more games-based programmes.

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.

Primary in south east London: Some comments from parents: My son tells me in the morning, “I’m going to my Units of Sound today, so please can we be on time?”

My daughter thinks she’s doing really well.

Units of Sound is definitely helping her. She seems more confident. She used to hate reading, she loves reading now….she still struggles and her spelling is atrocious…but she loves Units of Sound, anything computer-based.

He [son] sprints across the playground, so I’m presuming he likes going to the Units of Sound sessions.

My son’s been doing Units of Sound for several years now, he really loves it.

Usually my son hates doing anything, but this is computer-based, with 10 kids not 30, it’s a haven for him.

Teacher in Bradford: I really like being able to sit at my computer at home and see exactly what my students have done in their session.  This means that I can re-set pages easily and flip between UofS management and their lesson plan.  Keep up with the good work.

Specialist Dyslexia Teacher, Bradford/Leeds: I am using both the Active Literacy Kit and Units of Sound with two very weak boys. One is in an MLD Special School unit and is gradually reading and spelling more words. The other is a Y6 boy who also has dyspraxia. This boy is verbally fine, but was sounding out cvc words rather than actually reading them, and his spelling was non-existent. He really focuses on UofS and last week tried so hard to work out how to spell several screens of revision words. His teachers are delighted that at last he is making progress. They keep telling me that they don’t know why they didn’t get me in earlier… I guess that literacy will always be hard work for this boy, but he can now read and spell words that he couldn’t when I started teaching him at the beginning of November. I hope that by the time he goes to high school in September, he will at least be able to access some of the curriculum and feel able to do so independently.

Secondary Schools

West Midlands: The students love it, completely enthusiastic. We also trialled it with a group of reluctant Year 8 readers…They loved Units of Sound and made progress.

Community College: Units of Sound is easy to set up and use in short time slots, which means I can put more students on the programme.

Units of Sound not only helps dyslexic students to increase their reading and spelling levels, it also helps students who have gaps in their phonetic knowledge. Being able to take them back to the most basic lessons, on a personalised programme and in complete privacy, is very valuable.

The vast majority of students have increased their standardised score in reading and spelling when using Units of Sound as part of a literacy scheme of work.

Independent School: The multisensory nature of the programme makes it effective.

Dictation is useful in giving students feedback, and for one [student], who has handwriting difficulties,…is proving particularly useful in reinforcing punctuation and developing the proof reading skills that he needs for exams.

Oasis Academy Southampton: Some of our SEND students work particularly well on it because they can work independently and go over things as much as they need to. It is good for our EAL students too as they get to hear the correct pronunciation of sounds and words.

It’s a great programme which allows pupils to work at their own speed and level, so you can have students of different abilities in the same groups. The way it is broken into three levels helps to give the students a sense of progress.

Appleford School: Comprehensive, varied and individualised – 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!

Garratt Park School: We have been using the Units of Sound platform for several years. It has helped many of our children with dyslexia or on the Autism spectrum to break their barrier with reading and to understand the principles of sound.

In our Special Educational Needs Secondary school, children often arrive from Primary with significant knowledge gaps in English Literacy. Some might be good sight readers but have poor spelling skills because they are not confident sound-blending; others have more severe needs and might be complete beginners. They start secondary school with low self-confidence due to repeated failures, often made worse by their peers’ success. This affects negatively their enthusiasm, feeding into a cycle that might prevent them from achieving fundamental life skills such as reading and writing.

The Units of Sound programme represents for us a tool to address some of the specific literacy needs we observe in our students. It develops students’ skills gradually and in small steps giving the time to digest new information. We like that it returns on the same content periodically offering opportunities for revision. The Reading and Spelling sections progress together, offering the opportunity to explore and learn the content before attempting a spelling exercise on the same topic. A lot of our students struggle with long term memory and all these features help reinforce this skill through developing a better understanding of concepts at the student’s pace. Finally, the programme expands beyond working on single words, introducing sentence level work: the Memory unit trains learners to read, memorise and type meaningful groups of words while Dictation allows them to apply these skills to an entire sentence. This feature helps learners applying their literacy skills to every day school work. We have been using the Units of Sound desktop version in 1:1 and whole classroom sessions.

The interactive and multisensory nature of the programme offers a good opportunity to differentiate and introduce variety in lessons. The online licence has helped the most needy to practice regularly at home and has proven effective especially to provide continuity during long school breaks.

Academy, South West England: Three of our students from year 7 have particularly benefited from U of S. One student moved up a set in science and made such impressive progress with his reading that he is no longer considered a poor reader. His mother was delighted last year when he started to make rapid progress towards catching up with his reading age; something that he had never done in primary school, where he had fallen further behind every year.

Another student has become a more confident and competent reader. A third EAL student has improved in both his reading and English-speaking skills. He made a massive amount of progress last year.

All these students have become much more confident with speaking in class, and generally in the way that they deport themselves. So, thank you units of sounds!

Secondary School, Leeds: This week a year 8 student agreed that his reading is improving. He said he used to only be able to read Kipper books, but now he can read Horrid Henry. He had given up hope of ever being able to access the curriculum or even just read and write. Now I see a spark of hope.

I have been working with a year 11 boy with complex learning needs. He is now so proud of himself as he is writing paragraphs for the Writing Activities. When he finishes some writing, he photographs his work so that he can show everyone what he has written!

Thank you for the gift of Units of Sound. I love it and tell lots of schools that they need it.

International School, Shanghai, China: We are getting on very well with Units of Sound and it has become a really useful resource for us. It is now being used to support all the pupils at Wellington who need additional support and is working very well for us.