Newsletter | November 2025
Well, it’s hard to believe Term 4 is half over already! It feels like only a few months ago we were kicking off Read3 training for the year and now we’re busy planning 2026! It’s been a productive year, but oh so fast!
In August (I know, it seems soooo long ago), our team attended a presentation by the esteemed Professor Sharon Vaughn. Dr Vaughn is renowned for her work supporting children with severe reading disorders, and hearing her explain ways to strengthen language comprehension in the classroom was both informative and super practical. It was a delight to meet her, and frankly I couldn’t help but fan-girl just a little. 😏
With Dyslexia Awareness Month now wrapped up, I’d like to extend a special thank you to our network of dyslexia supporters, particularly Code Read for their continued efforts advocating and raising awareness via their ‘Light it Red for Dyslexia' campaign. Your efforts are very much appreciated and the array of red on the buildings of Brisbane was spectacular. Congratulations to all involved.
Updated Easy Alphabet packages for schools, speechies and families in 2026!
We are excited to announce in early 2026 we will be releasing our new and improved Easy Alphabet packages. These include a combination of digital and physical resources designed to help boost letter-sound knowledge for beginner or struggling readers. Features include:
⭐ Online access to instructional videos - simply click the letter and the video opens in a new tab.
⭐ Expanded range of resources - including classroom display cards featuring capitals and lowercase letters, letters cue strips and mouth cue cards.
⭐ State-specific fonts - available for QLD, NSW/ACT, SA and TAS, plus a 'Beginner' font with customised practice sheets to support VIC/WA/NT.
⭐ Custom packages for schools, speech pathologists and parents, including individual and multi-user licences.
If you are looking for a way to build strong letter-sound links in your beginner or struggling reader, click below to learn more and register your interest. A member of the Read3 team will be in touch to discuss your specific needs.
The Read3 team is expanding!
We are delighted to announce that speech pathologist Cara Swann has joined us part time! Cara is splitting her time between Read3 and BUSHKids and brings with her a wealth of telehealth experience.
Before becoming a speechie, Cara worked in corporate communication and has experience writing for a range of audiences (she assures us that writing for beginner readers is infinitely more fun than executives 😊).
When she's not working or mumming, Cara likes getting artsy and craftsy - a useful skill when it comes to thinking of fun ways to keep her clients engaged!
Cara will join Helen Dimond offering consultations to our speechies and schools and training professionals, as well as supporting parents and overseeing the creation of Telehealth resources. Welcome Cara!
Survey confirms Read3 is boosting literacy skills and confidence!
At Read3 we are dedicated to supporting children with serious literacy challenges. Our vision when we first started creating the Read3 program was to find a way to help families, educators and speech pathologists better support our most at risk readers. We believe 'success' is measured not only in literacy skills, but also in a growing sense of confidence and self worth in our kids.
We’re pleased to say the results from our latest usage survey indicate we are definitely on the right track - in the first six months of 2025 we directly supported almost 6000 children, and literacy skills and confidence are both on the rise!
Here's an example of what one Read3 School had to say:
I have seen positive progress in phonological awareness, decoding, fluency and spelling in students who have participated in Read3 on a regular basis. Previous to this, they were not making any progress and were stuck on decoding CVC words at the phoneme level. I have seen a boost, not only in their reading confidence, but general happiness and willingness to participate at school. Initially it was a slow start, but the students quickly picked up and are rapidly making progress. To hear them read the 60 word stories fluently, at their level, just warms my heart.
To all our supporters, thank you. 🙏 Thanks for choosing Read3 and thanks for helping us be part of the solution – improving outcomes for those with, or at-risk of, dyslexia.
Major update to 60 Word Fluency Stories
Have you updated yours yet?
Read3 recently released a significant update to our 60 Word Fluency Stories. All story sets are available as part of the Read3 program, but they are also a popular choice amongst educators more broadly.
If you have ordered 60 Word Stories in the past, and have not received details on the updated files, please reach out.
The main attraction of our updated stories is the addition of comprehension questions in each story set, offering opportunities to check, story recall, vocabulary, and interference.
We also have a new score sheet, updated fluency chart, and new and improved instructions offering greater guidance around:
- the importance of fluency
- the role of 60 Word Stories
- the repeated reading process
- tracking errors and maintaining accuracy
- how to select a custom fluency target
- how to use the new fluency chart
Ensuring our clients are always following the latest in an evidence-based approach, and offering free updates such as this is part of our commitment to improved practice. If you have any feedback about the updates we’d love to hear.
NEW 60 Word Story targeting CCVCC! We’re pleased to introduce A Wild Trip - a new story set that zeros in on consonant clusters (CCVC, CVCC, and CCVCC) alongside short vowels and doubles. It's the perfect way to review and cement all beginner code. Join Fran as she takes a trip into the wild to search for a sick chimp! This digital download includes six fully decodable 'chapter' stories, plus detailed score sheets, comprehension questions and fluency chart. |
IDA Definition of Dyslexia updated
Following findings from the 2025 Delphi Study, the International Dyslexia Association (IDA) has released a new definition of dyslexia:
“Dyslexia is a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary depending on the orthography. These difficulties occur along a continuum of severity and persist even with instruction that is effective for the individual’s peers. The causes of dyslexia are complex and involve combinations of genetic, neurobiological, and environmental influences that interact throughout development. Underlying difficulties with phonological and morphological processing are common but not universal, and early oral language weaknesses often foreshadow literacy challenges. Secondary consequences include reading comprehension problems and reduced reading and writing experience that can impede growth in language, knowledge, written expression, and overall academic achievement. Psychological well-being and employment opportunities also may be affected. Although identification and targeted instruction are important at any age, language and literacy support before and during the early years of education is particularly effective.”
The update, which now refers to a “continuum of severity”, reflects current scientific research and promotes a more inclusive and holistic view of the learning disability. The updated definition also provides a more robust framework for intervention by broadening the stated causes to include genetic and environmental influences alongside neurobiological factors
In addition to recognising both phonological and morphological processing deficits, an expanded scope of secondary consequences now includes broader social, emotional, and career-related challenges. This adjustment provides powerful new language for advocacy and policy, ensuring that support systems are designed to address the individual's needs throughout their entire lifespan, not just during their school years.
For more detail, visit the IDA dyslexia definition project webpage: https://dyslexiaida.org/2025-dyslexia-definition-project/
2026 Read3 training for Speech Pathologists
Our first training block for speechies will commence on Friday 16 January 2026.
The training block consists of four x 2 hr sessions. Replays are made available.
Participants will have access to Module 1 Step 1 of the Read3 program throughout the training block so they can practise what they learn.
REGISTER FOR SLP TRAINING
Read3 training for schools
If the prospect of training and budgeting for individualised intervention seems a little daunting, never fear!
While the Read3 program is ‘individualised’ it does not have to be administered one-on-one. Our games-based approach lends itself well to a small group setting, and detailed instructions, scripts and videos support all team members.
Training is available in a self-paced format to enable greater flexibility amongst your team. Learn a little, practice, then learn a little more.
If you are thinking about stepping up your intervention game, please reach out for a training and licence proposal..
ABOUT SCHOOL TRAINING
Reminder for Read3 professionalsSimply log in at any time to access your FISH and CHIP Screeners This is just a friendly reminder for professionals using the Read3 program. If you have ordered the free CHIP Screener in the past you can access the most up to date version of all three screeners online at any time - there is no need to reorder CHIPS! Similarly, if you have full access to the Read3 program, and have purchased the FISH Fluency Screener, all stories and score sheets can be accessed online. The location for both screeners is:
|
Want to know more about Read3? Just Ask!
If you are not yet using Read3 or the Easy Alphabet, but are keen to know more, reach out via support@read3.com.au or book a phone call at a time that suits you. We're always happy to help.
Cheers for now,
Kate Andrew
Co-Founder, Read3 Literacy
PS. If this newsletter was forwarded to you by a friend or colleague, and you wish to join our mailing list CLICK HERE - we promise to keep emails to a minimum!