I believe this programme will help our lower ability learners who struggle with reading and spelling…I also believe it will affect their confidence and their love of learning will improve…”This programme will be a major part of our intervention groups within the secondary setting…”. “I believe my teaching will become more effective…” “it’s made me realise how difficult it is for some students to learn to read…and that by using this excellent scheme we will be able to help them”…”This course was very valuable…” “I am really influenced by knowing there is a reliable code …to carry forwards into my teaching…”
I am very much looking forward to using SRS because of its systematic and intelligent approach.
This programme provides the tools to effectively link reading, writing and spelling.
It is great to go on a training course where you know you are learning something of value and you can see how you can use it. The handbook, materials, teaching notes are well presented and clearly laid out. Everything is designed to help us learn about SRS, rather as SRS is designed to help the struggling learner.
The SRS is indeed very new, in fact it’s revolutionary!” “This programme will have a profound effect on my teaching.
A very rewarding three days…It was important to do the training as a whole staff as we are now rolling out the programme across the whole school. It is already impacting upon the staff confidence which will in turn be reflected in the children’s attitudes to reading and spelling. The ‘I can’ ethos is already evident.
I shall certainly enjoy getting to grips with a programme which includes everything I need and which is brilliantly suited to secondary learners. I shall start the programme with some Yr 7, 8 and 9 students.” “The resources, worksheets and cards are excellent…and fail- safe”. ”The learner can be taught in a logical and safe way, giving them the confidence to progress…
Motivating and inspiring…” ”Brilliant! Made us identify with a whole school approach and feel confident about implementing it…” “Totally inspirational…All teachers should be using it!” “I am fired with enthusiasm and keen to find a ‘guinea pig’ to teach over the summer…
My understanding of the code and the keys has already impacted my teaching…” ”The activities are simple and I am eager to get started…” “Just as Mathematics is taught logically and incrementally so SRS builds layer upon layer, eliminating any guessing or random teaching…””I can see exactly how I can help children to read and spell”..” I have realised how hard it is for children to learn without sequential teaching…””I really like the fact that High Frequency words are taught within their sound group, instead of giving 4-5 year olds lists of words to ‘learn’ the second they get into school…I believe they will feel success with reading earlier and will be more excited by reading!
SRS has introduced me to a systematic, no fuss approach that I feel I can successfully implement..” “hopefully I can make a real difference… I can’t wait to teach the students in school who need this help”. “I am determined to use the SRS resources and have planned to teach a Year 7 girl who cannot read or write…” “I’ve learnt that nobody has known how to teach learners before as it has never been organised. I will teach my learners to become confident readers.
I will stop giving out high frequency words to memorise…I will reassess every learner to find out where their difficulties lie…I will check they have a thorough knowledge of the sound to symbol relationship…” “…As someone who suffered by not being able to read and spell myself when I was at school I intend to make it my mission to not let children/learners feel as I did, using my new found knowledge…” “…I am definitely incorporating the SRS into my teaching of adult learners…
The programme has cleared the fog of knowing how to teach reading and spelling effectively. It will revolutionise my approach. As Headteacher of a primary school, I will now ensure that reading and spelling are taught in this way from when a child first starts school. The training is just the beginning, the real work is yet to be done!! My colleagues and I now need to evaluate our whole approach to teaching literacy ensuring that SRS is a central part of every child’s experience. My goal is to ensure that every child in school becomes a highly skilled reader and a proficient speller before they leave us at age 11. The course has made me want to return to the classroom!!
Phonics lessons will no longer lack structure or direction
The teaching of reading and spelling – along with handwriting – will no longer be seen as a series of separate activities – the programme and the activities within it, approaches all skills concurrently.
I will no longer need to ‘concoct’ interesting activities to hold my learners’ interests – now understanding that a standard/uniform approach to sessions is what they need and it is the very progress they make which will mean that the sessions are inherently ‘interesting’ to them!
I will be able to diagnose the needs of all learners far more accurately and will have an appropriate solution to hand rather than adopting a ‘trial and error’ solution approach.
An enormously thorough and satisfying course which was absolutely appropriate to my needs. Although all of those who attended had very different backgrounds and needs, the teaching of approaches to suit learners of all ages and stages was entirely appropriate – there was no point at which any of us considered that an aspect ‘did not apply’, whether our immediate concerns were with young children at ‘foundation’ or older children/adults at ‘catch-up’.
The programme has re-ignited my interest in the English language and in teaching it. Seeing the teaching of reading/writing in this systematic way is eye-opening, because the system makes possible what has been, in the past, a partly impossible task – i.e. teaching reading/writing to a certain section of pupils who just never ‘got it’. I’m grateful that this system will never date, unlike other computer-based systems, for example. I look forward to understanding more about the English language and its patterns as I begin teaching using this method.
Thank you for such a well and fully structured programme, that even the failing reader can get hold of. I very much appreciated the theoretical background and the hands on approach during our four days and that we can now make a difference to people whose lives have been blighted by illiteracy. I can’t wait to use the system with disadvantaged individuals in south London and also I hope to use it this summer on a trip to an A.I.D.S. orphanage in Uganda. Thank you so much for giving us the tools to enhance other people’s lives.
I will concentrate on developing the key skills of segmenting, blending and sound processing in my learners, and use these skills in conjunction with the 4 keys to teach them that the 44 phonemes in English can be encoded with common spelling patterns; and that to read they need to know how to decode these spellings. Furthermore that is vital to link the visual, auditory and kinaesthetic senses to ensure the learner learns as speedily as possible and that lessons must always build on prior knowledge in a logical sequence working from the simple to the complex.
I loved the course and wish I had had this input 15 years ago at teacher training college. I feel that I have a chance of starting all over again and, hopefully, this time I will be successful in teaching reading – my first pupil will be my son
The location of the course, the facilities provided and the delivery of the content were excellent. Your personality, dedication and enthusiasm shown through everything you taught us, and provided a real feeling of support and ‘we can make a difference’.
I have found the programme enlightening and inspirational. I now have a structure to follow, and the ability to explain to learners how the code works and the steps to work through to achieve success. I will avoid doing ‘a bit of everything’ and stick with this concept and hope to make progress. I have already started to test a couple of pupils and watched their faces light up as we built their names and identified any unusual spellings and key 2 sounds. We also built lined up the spellings for /ee/ in a column. I have been sharing the skills required for reading with my teaching colleagues and feel that much of this can be adapted for the classroom too. I have been asked to speak about the course at our SfL network In-service day next week and hope to get the chance to share more with the classroom teachers at my school.
The teaching was dynamic, providing a good balance between background theory, practical demonstrations and opportunities to ‘have a go’ ourselves, footage of the code being used in different contexts and anecdotal references. To be able to watch the code demonstrated with children in the films was particularly valuable.
The organisation for learning was excellent – daily handouts, colour coded resources, practical activities, background theory, demonstrations, video-clips. Fiona’s teaching was inspirational, her enthusiasm infectious. There was never any clock watching and it always came as a surprise when I suddenly realised it was time for lunch or 5:00 already!
The course has been useful in giving me a better understanding of exactly how our language works and therefore, a greater empathy with the problems/barriers encountered by our students who find spelling difficult. As a result, I now feel I have the knowledge and new skills to offer more effective support.
I will incorporate the SRS into all lessons. It will be particularly useful with pre-entry and entry 1 learners. It will give me a new way to teach any low-level learners using a new reading format, which should improve their way of understanding how to read complex information and achieve.
An extremely interesting course that I can adopt to the learners in the Foundation and Community school. This logical way of learning to read and write could have a huge impact on our learners.
Fiona’s enthusiasm and clarity, together with the usefulness of the practicals (and the homework!) made the course very worthwhile. She left us with a comprehensive set of teaching materials which I would feel comfortable in using.
This session will enable me to work closer with the SFL tutors in their delivery of Literacy and Numeracy. I will know how to use activities and worksheets to help the learners decipher English spellings.
I did not expect to discover a completely different way of teaching how to translate the English language! Who could not be impressed by the way Fiona has designed this system? It was wonderful to have the training delivered by the author as her knowledge is so in depth – and it was so interesting seeing her teaching on the video clips.