Take The Stress Out Of Your Child’s Reading
With our personalised phonics teaching that helps your child read fluently and confidently
Help your Child Read Fluently with Confidence
Get your Child Started
on the Right Track
Specially prepared lessons to teach essential reading and spelling skills.
Personalised
Learning
Personalised 1:1 teaching to help your child read and spell confidently.
Group Phonics
Teaching
Why Phonics2Read?
Solve your child's reading difficulties
Based on proven methodologies that have helped thousands of children worldwide, Phonics2Read offers a systematic and easy-to-follow program that is proven to help your child read fluently and confidently.
Close the gaps holding them back in school
Gaps in phonics can hold a child back in reading and other subjects. Our programs identify and fill these gaps, so your child doesn’t fall behind.
Accelerate their Progress
Personalised 1:1 teaching tailored to your child’s current level and learning style so they can reach their fullest potential.
Get access to the best practices and practical solutions from decades of classroom experience.
The 5 Reading Confidence Skills
Sounds Reinforcement
A quick revision of prior sounds already learnt.
Why:
This allows your child to gain fluency through repetition and practice.
Systematic introduction of new sounds
New sounds are introduced logically and with increasingly complexity.
Why:
So children can learn the new sounds they encounter while building on the foundation they already have.
Blending
Sound out each individual sound and put together to read a word.
Why:
Teaches your child to put the sounds together so that they can read the word. Otherwise they are just guessing what they are looking at.
Segmenting
Breaking spoken words into their individual sounds.
Why:
This is an essential skill for your childs’s spelling.
Application
Apply what they are learning to both spelling and reading words within sentences.
Why:
So your child can fully learn and retain the phonics foundation.
Success Stories
When Sophie started in her Year 2 class, she had a love of reading, but suffered from low self-esteem in her writing. English was her second language and she had just started learning the English curriculum. She was an intelligent child but found her first writing sessions difficult because she did not want her teacher or peers to see that she could not write in English.
Many schools would have assigned Sophie to special education classes or placed her at the table with low achievers. We realised she just needed phonics teaching, specifically segmenting. Within a week, she was happy to write sentences in English, and by the end of the year she wrote in various genres, including complete stories, recounts, and reports.
Starting in Year 2 and in her subsequent years, Sophie always achieved above the expected level. If we had never filled her phonics gaps in those few weeks, she would have suffered a completely different school experience.
When Sophie started in her Year 2 class, she had a love of reading, but suffered from low self-esteem in her writing. English was her second language and she had just started learning the English curriculum. She was an intelligent child but found her first writing sessions difficult because she did not want her teacher or peers to see that she could not write in English.
Many schools would have assigned Sophie to special education classes or placed her at the table with low achievers. We realised she just needed phonics teaching, specifically segmenting. Within a week, she was happy to write sentences in English, and by the end of the year she wrote in various genres, including complete stories, recounts, and reports.
Starting in Year 2 and in her subsequent years, Sophie always achieved above the expected level. If we had never filled her phonics gaps in those few weeks, she would have suffered a completely different school experience.
Ryan came from South Africa, where children start school only at the age of seven. When he started Year 2 he didn’t have 3+ years of phonics teaching like his peers. His first reading level was stage 1 for emerging readers, while his peers were already at stage 8 and above.
Ryan started phonics from the beginning – learning the initial sounds. The lessons were personalised for his level and progression. Ryan was enthusiastic and learned all the sounds in just 3 months. By the end of the year, he was reading at the level of his peers.
Without daily personalised phonics, he would have found it very difficult to learn to read and enjoy it.
Ryan came from South Africa, where children start school only at the age of seven. When she started Year 2 she didn’t have 3+ years of phonics teaching like her peers. Her first reading level was stage 1 for emerging readers, while her peers were already at stage 8 and above.
Ryan started phonics from the beginning – learning the initial sounds. The lessons were personalised for her level and progression. Ryan was enthusiastic and learned all the sounds in just 3 months. By the end of the year, she was reading at the level of her peers.
Without daily personalised phonics, she would have found it very difficult to learn to read and enjoy it.
My daughter started school at the age of 6. English was not her native language, and many of her peers were already ahead of her.
Chloe lacked confidence in her writing and she wanted to be able to write like her peers.
Natalie helped Chloe transform herself. After a few short months, Chloe loved both reading and writing. She was confident, caught up, and progressed past her peers.
Natalie's solution was to personalise the lessons for Chloe, so she could progress at her own pace. For example, she encouraged her to write at the start in her native Spanish. While at the same time, she went through the phonics program in a few short weeks.
Natalie’s expertise and personalisation of the curriculum was exactly what Chloe needed. She finished the year a 100% proficient and both a confident reader and writer.
- Parent of Chloe
My daughter started school at the age of 6. English was not her native language, and many of her peers were already ahead of her.
Chloe lacked confidence in her writing and she wanted to be able to write like her peers.
Natalie helped Chloe transform herself. After a few short months, Chloe loved both reading and writing. She was confident, caught up, and progressed past her peers.
Natalie's solution was to personalise the lessons for Chloe, so she could progress at her own pace. For example, she encouraged her to write at the start in her native Spanish. While at the same time, she went through the phonics program in a few short weeks.
Natalie’s expertise and personalisation of the curriculum was exactly what Chloe needed. She finished the year a 100% proficient and both a confident reader and writer.
