What Kind of Intervention Does Sound Reading Deliver?

Rapid Online Intervention for Students Already Behind Their Peers

Instruction that is an Alternative for Students Tired of Phonics

An Equitable Solution for Multilingual Students Learning English

How Does Sound Reading Work?

Sound Reading is based on print-to-speech processing and elevates a student’s reading ability by rapidly developing Phonemic Awareness and Auditory Processing skills. Sound Reading is not a phonics program. Sound Reading builds the skills necessary to complete phonics programs. Our methodology strengthens the innate skills all readers have!

Challenged readers prove may need additional support in developing areas of the brain that natural readers often have. Sound Reading Programs train the brain to approach reading from a new perspective and help develop essential reading skills along the way. In addition to Auditory Processing and Phonemic Awareness, Sound Reading includes three other key skill areas. These areas are:

A Single Literacy Intervention Solution for
Both General English and Multilingual Students

Foundations Suite

The Foundation Suite includes four (4) levels of intervention. Students are automatically assessed and enrolled based on their skill level via a 3-minute Auto-Placement Assessment.

The skills they develop range from Sound Discrimination to Concept Formation. Once students complete the Remedy program, they are ready to begin traditional reading programs.

ELL Accelerator Suite

The Accelerator Suite introduces three (3) programs specific to the needs of English Language Learners. These programs act as a pre-foundation for learning English. All Accelerator Students begin in Accel-1.

This Suite develops skills like Word Fluency, Vowel Flexibility, and Sound Discrimination at tiered intensity. Students who complete the Accelerator Suite may progress into the Foundations Suite.

Sound Reading’s Program Scope

Hop, Skip, Jump is the first program in Sound Reading’s Foundation Suite, and is meant for Pre-Emergent Readers. It provides an introduction to essential building blocks of literacy such as Phonemic Awareness and Auditory Processing.

It includes animated characters and engaging themes for pre-emergent readers. A key focus is Errorless Learning, making sure students have a positive learning environment.

Launch Pad follows the same skill level and methodology as Hop, Skip, Jump but is designed to be more appropriate for older students. Some themes within activities are changed. It’s important that students in Launch Pad begin working immediately so they can begin improving!

Launch Pad is only assigned in unique circumstances with older students.

Boost expands on many of the skills that Hop, Skip, Jump introduced with progressive intensity. It also introduces activities that will begin to develop comprehension in students.

Boost introduces skills such as concept formation, building sentences from fragments, active sentence reasoning, and listening comprehension.

Remedy is the final program in Sound Reading’s Foundation Suite, Remedy is also the longest program within Sound Reading. All previous skills are still present but Comprehension skills are given the highest priority.

Once students complete Remedy, they may begin work in traditional reading programs. 

All students begin the Accelerator Suite in Accel-1. Accel-1 focuses on developing a basic understanding of phonemic awareness and auditory discrimination within the English Language. This program is easy to follow along and uses auditory and visual cues. 

Accel-2 acts as a bridge to expand on concepts developed in Accel-1. Increases intensity of foundation skills. Develops a final emphasis on Word Length and Sound Counting while approaching new concepts such as Mouth Moving Vowel Sounds. 

Accel-3 increases the intensity of practiced skills in order to empower and prepare the student for the Foundation Suite. Final foundational skills are introduced at a basic level. Once students complete Accel-3, they may retake the Assessment to be placed in the Foundation Suite. 

Key Features for Students

Sound Reading’s instruction is carried out via online literacy activities that students complete individually. Students begin the program by taking an Auto-Placement Assessment. This short assessment determines what program students in the Foundation Suite begin in. Sound Reading also comes included with a set of Companion Readers. These readers are designed to be completed by students and a trusted adult. The activities and passages found in these readers help reinforce students’ learning.

Auto-Placement Assessment

Your child will begin a 3-minute reading assessment. This initial assessment, and period assessment after some levels, are the only times your child will be faced with time pressure. We understand how important learning in a supportive environment is to emergent readers. Your child’s score on the Auto-Placement Assessment will determine their initial program in Sound Reading.

While the Auto-Placement Assessment takes away the stress of having to calculate what program your child should be in, you will always have the option to manually choose your child’s program.

Build Literacy Step-by-Step via
Intuitive Online Activities

Sound Reading’s activities are grounded in audio cues. Students work to complete engaging reading activities via the online program, then reinforce their learning with included Companion Readers. Sound Reading comes with 39 types of activities that use progressive intensity to consistently challenge your child.

Sound Reading treats reading disorders through rapid intervention, using innate skills that all students have. This program effectively compliments school instruction and is perfect for students falling behind their peers!

Companion Readers

Sound Reading comes included with electronic Companion Readers for every program in Sound Reading. The reading activities included in these books are critical in developing comprehensive literacy skills. The practice that students get in the online program needs to be reinforced with practical application.

Students will work to complete these additional activities and reading passages with their teacher once they complete a level of Sound Reading. This additional reading practice aims to call upon the skills and knowledge students acquire in the Online program.

The Teacher Portal

Sound Reading’s Teacher Portal is a Data Reporting and Recording Keeping tool designed to deliver data-driven insights about your students’ strengths and weaknesses. Educators gain access to seven (7) different reports that examine data from a variety of lenses. Read about them below. Teachers may also print out a report to give to a student’s parents, detailing their progress throughout the program.

Teacher also gain access to Sound Reading’s full activity list. That means you can identify, target, and exercise specific literacy skills a student may need to develop further. In order to make sure Educators are able to deploy Sound Reading effectively, most purchases come included with Professional Development Training. Trainings are too educate Teachers on how to best use Sound Reading.

Data Driven Reporting Features

Within the Teacher Portal, Sound Reading delivers seven (7) reports to monitor their students progress. Weekly Class Progress reports are automatically generated. The seven (7) reports teachers have access to are listed below:

  • Diagnostic Report
  • Assessment Report
  • Student Report
  • Classroom Report
  • Usage Report
  • Gains Report
  • Parent Report

Examples of the Reports Available to Teachers

Professional Development and Training

Purchases of 30 Sound Reading Seats, or more, come included with Professional Development training in order to successfully train teachers on how to best use Sound Reading. This 1-hour long training is broken up into two sessions. One focusing on the student’s program, and one focuses on the Teacher Portal.


Students who complete the recommended instruction are able to see measurable results in 4-6 weeks. In this time, students’ reading ability increased by 1-2 Fountas and Pinnell Reading Levels.

Using Sound Reading in the Classroom

Through online instruction, your child works individually to complete levels of interactive activities. The skills that are developed in this instruction are reinforced via 1-on-1 reading practice with a parent or trusted adult.

Students should use Sound Reading, or some form of reading exercise, for 20-30 minutes at least five (5) times a week. Repetition and progressive intensity are key points of the program. As your child progresses, they will be exposed to more increasingly difficult exercises.

Have Students Complete the Auto-Placement Assessment

Your students will begin the program by completing an Auto-Placement Assessment that will enroll them in the program fit for their specific needs. This 3-minute assessment takes the stress away, knowing that your child is receiving empowering, individualized instruction.

Students in the ELL Accelerator Suite will begin in Accel-1.

Assign a Daily Goal for Students

Assign students to independently work for 20 minutes or perhaps until they complete a level. The goal is up to you!

Individual Work Time

Students should work for 20-30 minutes, or until they get fatigued. This program is supposed to be fun! Keep an eye on them as they complete their goal.

Reinforce with Readers

Once they complete a level, you’ll work 1-on-1 with your child to complete an activity chapter out of an included Reader. This is a key component is making Sound Reading a lasting program.

Complete Levels, Gain Certificates!

Students complete activities to unlock a picture riddle piece-by-piece. Students receive printable certificates after each level to show off their work!

Progress All the Way Through
Sound Reading!

Students can progress through multiple programs. A student in Hop, Skip, Jump can progress into Boost, and then Remedy. Sound Reading’s tiered intervention accommodates the growing skill set of students.

Your Students are Now Reading Ready

Once a student completes the Remedy program, they will be reading ready. They may begin traditional intervention and phonics programs, or move onto chapter books. The choice is yours and theirs, but what’s important is that they’ve been given the gift of literacy.

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