Soundality is committed to providing high-quality, evidence-based speech pathology and literacy services to the community.


Suite 23/180 Moggill Road, Taringa, QLD 4068

0422 501 161

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School Training

Alison provides on-site Sounds-Write training for schools. To find out more about having Sounds-Write training at your school, please contact Alison on 0422 501161 or get in touch via email to arrange a quote.

Schools can also book staff into an online training course when available. Please contact Soundality with a list of names, emails, and postal address for each staff member.

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Questions & Answers

What impact can Sounds-Write training have for teachers and students within a school?
What is the time commitment for training? Does it have to be four days of training in a row?

Face-to-face courses typically run from 9:00am to 3:30pm over four days, but schools often prefer to start and finish earlier. There is usually a 20-minute break for morning tea, and a 40-minute break for lunch.

The four days of training do not have to be held on consecutive days, and are quite nicely split as Days 1 and 2 consecutively, followed by Days 3 and 4 a week/month/term later.

What is the cost?

Please contact Soundality to arrange a quote. Individual registrations in a public face-to-face course are $845 per person, but on-site training is delivered at a set fee regardless of the number of participants. This often means a lower per-person rate. Schools can invite participants from other schools in the area to share the cost.

Travel and accommodation costs may apply. Care is taken to book low-cost options were possible.

What does Sounds-Write ‘look like’ in a classroom?

Sounds-Write lessons should be delivered in daily, whole-class sessions of about 30 minutes. In the training, videos of the lessons being delivered in classrooms in Australia and the UK are shown.

When considering where Sounds-Write fits within the ‘big picture’ of literacy, the lessons cover:

  • phonological awareness
  • phonics (for reading and spelling), and
  • fluency

It is expected that the following areas of literacy are also taught on top of Sounds-Write lessons: oral language development, access to high quality literature (often read-aloud to students), handwriting, vocabulary, reading comprehension and written expression.

What support is available after staff complete the training?
Coaching packages are available and can be tailored to meet the needs of your staff. This can include classroom observations and feedback, a staff Q & A session, parent workshops and/or online consultation. Providing follow-up coaching for schools who are implementing Sounds-Write is an important role of the Sounds-Write trainers.
Is Sounds-Write training just for the early years’ teachers?
Sounds-Write is developmentally appropriate for beginning readers in the first three years of schooling within a classroom (Prep/Kindergarten/Pre-Primary/Reception through to the end of Year 2) and offers fast and highly effective intervention for children at all year levels who have fallen behind in their reading and spelling. The approach is valuable for upper primary and high school teachers within the context of teaching reading and spelling of subject specific terminology. Lessons can be delivered as a whole class, in small groups or individual sessions.
Why should teachers of Yr 3+ students train in Sounds-Write?

Because we want students not just to be able to read simple words like ‘cat’ but other wonderfully complex words like ‘catastrophic’! The need for explicit teaching of phonics to continues into upper primary, particularly when it comes to teaching the spelling of more complex words and subject-specific terminology. Training Year 3-6 teachers also allows them to better support their struggling readers and spellers.

Furthermore, training all staff equates to consistency in the language and methods around literacy instruction from one year level to the next (this is overwhelmingly what teachers comment on when they complete their training as a whole school). All teachers can move between year levels and are well-prepared to teach phonics.

That said, some schools choose to start by training their early years staff (up to Year 2 or 3) and upper primary staff complete their training once the program has been implemented for a few months or even years at the school.