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.