Case Studies from Sounds-Write Practitioners
We’ve also published a book of peer-reviewed case studies in different geographical and educational settings.
Each case study includes data from a specific school (or other educational settings) and recommendations about how best to implement Sounds-Write.
In her foreword to the book, Professor Pamela Snow said:
‘The publication of three national inquiries (the US in 2000, Australia in 2005, and England in 2006) heralded something of a false dawn in putting the major debates to rest, unanimously highlighting the importance of an early focus on explicitly and systematically teaching children (as readers and writers) how the English writing system works, alongside supporting their development in phonemic awareness, vocabulary, fluency, and comprehension.
Robust recommendations are one thing, but full implementation of those recommendations is something else altogether. This is why schools need access to high-quality programmes that have the heavy-lifting already done in terms of their theoretical foundations, scope and sequence, teaching materials and scripts, assessment and monitoring tools, high-quality training and coaching, and demonstration videos. Sounds-Write is such a programme, and it is no surprise that its developers have gone the extra nine yards to compile this collection of case studies about how Sounds-Write looks in action.’
(Snow, P. (2022). Foreword. In A. Beaven, A. Comas-Quinn & N. Hinton (Eds), Systematic synthetic phonics: case studies from Sounds-Write practitioners (pp. xv-xvi). Research-publishing.net. https://doi.org/10.14705/ rpnet.2022.55.1353)