Units of Sound is used from 7-8 years through to adults, limited only by the literacy level

The structure and lack of analysis means that it poses no barriers for cognitive ability – it has been used with children suffering from Down’s Syndrome

It is used in mainstream primary and secondary schools, special schools including those for dyslexia, language impairment, behaviour and low ability

For adults, it is found in FE colleges (post 16 provision) and in offender settings – probation and prisons

In the home, it is used by parents to support their children and by adults who want to improve their own literacy

In schools, it is used by children where English is not their first language.

In the first instance, Units of Sound starts with single consonants and slowly introduces the short vowels

Sentences are not introduced until all five short vowels have been practised

The structure was designed from analysis of eight of the most common reading and spelling tests. This way, progress through Units of Sound can be mirrored in standardised reading/spelling testing

Readability scores can be controlled easily so that there is no uneven fluctuation of language on a page.

Units of Sound was originally developed with the needs of young army recruits in mind – largely male teenagers

Over the years, Units of Sound has been used successfully in primary schools

The programme’s biggest strength is with teenagers and adults: teaching literacy to adults who have a very low level. Units of Sound addresses this via the structure and the vocabulary.

Example: Stage 1 page 1 covers the simplest decoding with a series of cvc (consonant, vowel, consonant) words. However, amongst the expected at, had, sat, cat we also have pad, rag, lag, sag, nag, etc. These words are not typically used in books for young children, so this provides an opportunity to extend vocabulary even at this low level.

The process of revisiting, where you come back to a sound again and again, is the essential learning model for Units of Sound

Extensive repetition broadens and deepens understanding to the point where reading and spelling becomes an automatic process - a more natural way of learning.

With Units of Sound, the student starts a new sound whilst practising and revisiting at least six other sounds in each lesson

This provides a nurturing and comfortable learning environment, which enables new learning to take place because it is embedded within skills already familiar

Reading and spelling skills are very often not at the same level. Dyslexic students usually have much lower spelling skills than reading

In Units of Sound, reading and spelling are separate modules

With Units of Sound poor spelling does not hold back the development of reading

Each area is developed at its own pace and level without trying to merge them

The recording feature in the reading programme provides a valuable learning tool within Units of Sound

The process of listening back and comparing to the programme builds in another layer of repetition and a chance to self-correct

Units of Sound is most effective when students are allowed to work independently.

Students can work at home or after school and do not have to miss curriculum lessons to access literacy intervention.

Intervention groups can be increased in size

Students take responsibility for their own work and progress which involves active not passive participation

The student is able to spend longer on Units of Sound than would be possible with direct teaching

Students can work at their own pace