“Nurruby Children’s Services has been pleased to collaborate in developing the Sounds good to me program. I have seen a big improvement in the skills and confidence of the educators, with the program now embedded in all areas of our curriculum. The educators enjoy the phonological awareness play-based activities and the program is easy to implement. It is satisfying to send our preschoolers off to ‘big school’ with the skills they need to learn to read.”

“I have been using the Sounds good to me program in teaching for many years. As an early childhood teacher, the program provides clarity in supporting children to develop skills that will support them to learn to read when they start school. The program is flexible and we have used it in the following program step-by-step throughout the year and, more recently, by embedding it throughout our everyday teaching and play-based experiences. As a team that values collaborative teaching, we have found the program that provides a meeting point to return to where we are planning as we can assess the skills the children are confident in and plan to provide extra support. We are excited by the idea of an online training program that will allow all our educators to become familiar with the program.”

“I have been working as a Speech Pathologist for the past thirty years. Most of this work has been in rural and remote Australia. One of the many things I have noticed through my work is that many children arrive at school with very poor school readiness skills. I have seen in the past few years since the first Sounds good to me program was delivered in our area. Some positive changes in children arriving in kindergarten and their phonological awareness skills. This is very important since we know that phonological awareness on school entry is a potent predictor of success in learning to read. When I am working with education staff who have been involved with the training, they have a better knowledge of phonological awareness skills. They also have the tools from Sounds good to me program to work on these concepts with their children. This can be seen in a flow on effect to school commencement so that the children in these centres arrive at school with some phonological awareness skills.”