The theory that underpins Sounds-Write

1. Drawing on the findings from Cognitive Load Theory

Sounds-Write draws on many years of research and practice. It draws heavily on cognitive science, in particular on Cognitive Load Theory (Sweller, 1998), and the instructional choices required to accommodate the limitations of working memory and to ensure that information is efficiently and effectively stored in and can be retrieved from long-term memory.

With young children entering school and learning for the first time, we need to take very small steps, limiting the amount of information that we are teaching and giving students lots of exposure and opportunities for practice to achieve a high level of success. Teachers learn how to make careful instructional choices to support students at any level.

2. Based on key principles from the Science of Learning

Sounds-Write is based on the science of learning. This means that spaced practice and retrieval are integral to the design of the programme. Spaced practice is practice that is spaced out over time to avoid forgetting. Retrieval is recalling information from long-term memory through quizzing or testing, for instance, which is effortful and leads to remembering better.

Interleaving, which means mixing the type of problems being practised rather than ‘mass’ practising one type of problem, is another aspect of the design of Sounds-Write. Our Planning Principles show staff how to mobilise these aspects of the science of learning to maximise learning in their classrooms.