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Outcomes Statements - Phonics Alive! 1

The basic outcome of this program is to instill a Stage 1 level of Phonological Knowledge in the student. The program has been designed to teach single sounds, with some sound blending activities, (the follow on program “Phonics Alive! 2 The Sound Blender” concentrates on sound blending). These sounds are presented orally since the targeted audience comprises students with average or low reading skills. The sequence separates letters (similar either visually or auditorily), uses lower case letters only, and includes only one vowel in any group of letters. The skill sequence moves through the introduction of letters to sound-symbol relationships, both exercises require the student to listen carefully and then press the correct keyboard letter. The skill sequence then moves onto sound discrimination, which requires the student to click the mouse on the correct response; and blending of sounds, requiring the student to drag a letter using the mouse. This sequence was designed according to difficulty level, i.e. from easy to hard.


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Outcomes Statement - Phonics Alive! 2 The Sound Blender

The basic outcome of this program is to instill a Stage 2 level of Phonological Knowledge in the student. It is an innovative program teaching students the essential skills and phonological knowledge of blending sounds. All forms of digraphs, diphthongs, silent letters and suffixes are explored and explained, e.g. ch, sh, een, kn, ar, aw, au, ith, wr, et and many more. The Sound Blender introduces and consolidates advanced decoding skills to assist students to recognise and decode previously unknown words.


The Sound Blender is a sequenced package that allows students to work at their own pace. It consists of 12 modules. Each module will take an average student approximately 15 minutes to complete. It is self paced and highly interactive. Each module contains Introduction, Rhyming Exercises, Blending Exercises and a Keyboard Exercise to enable students to develop a fast paced blending process. Keyboard stickers are provided in lower case letters for this purpose. The typestyle in the program is consistent to that used throughout Australian schools. In Phonics Alive! 1, young students are introduced to the sounds of letters in the alphabet. These sounds were taught as beginning, medial and ending sounds. Now The Sound Blender takes the next step!

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Outcomes Statement - Phonics Alive! 3 The Speller

The basic outcome of this program is to instill all the spelling rules of International English in students from an early age through to adult level.  Phonics Alive! 3 The Speller teaches students (and teachers and parents) to plan how to spell new or unfamiliar words. While enjoying Phonics Alive! 3 The Speller, students will advance their understanding of the grapho-phonic nature of our language and of the complicated alphabetic mapping system of English. Within this technological interactive environment, spelling rules are taught systematically and sight words are practised.

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Outcomes Statement - Phonics Alive! 4 Grammar

The basic outcome of this program is to instill all the grammar rules in students from an early age through to adult level. Come on-board Spacestation Grammatica™. By helping the various departments of the Grammatica, students are introduced to the basic rules and conventions that provide the grammatical structure of the English language.


The program has 14 modules. By progressing through these modules, students learn about basic sentence structure, word classes, punctuation and homophones. Students are introduced to subjects and predicates, nouns, pronouns, verbs, adjectives, adverbs, articles and conjunctions.

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Outcomes Statement - Phonics Alive! 6 Typing

The basic outcome of this program is to instill Keyboarding Skills to the student by way of introducing the methodology of Touch Typing. It is hoped that by the time the student completes the entire program (and after a reasonable amount of practise) they will be able to touch type without looking at the keyboard.


Developing simple skills in preparation for later development of complex skills is all that is required in early years. The term ‘Touch Typing’ is also known as ‘Kinaesthetic Keyboarding’, involving multisensory learning. This involves visualisation and emphasis of self-awareness, which encourage accuracy and good habits. Children are tuned into the visual-motor sensation of using their fingertips, i.e. their kinaesthetic sense. Keyboarding is a perceptual motor skill. It involves perceiving and then doing, and once learnt it is relatively easy to retain. Students who successfully complete this Typing Program will have a sound basis for the development of further computing skills.

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