This page supports training conducted Aug/Sept 2025

Training Wrap Up

Thanks for joining us for Read3 Training for Speech Pathologists. We hope you found the sessions informative and are keen to leap in and start administering the Read3 learning system with your clients.

Evaluation Survey: Your feedback is invaluable so please spare a few minutes to complete the training evaluation (link above) for us. Training online has its challenges so the more we can glean from you guys on how to streamline delivery of information (and ensure we don't bamboozle everyone) the better. 😊

Certificate of Completion: Your certificate will be issued following the submission of your Chunk Check Assignment (see below). For those who have been unable to attend any sessions live, we will also touch base to determine which sessions have been completed and your level of understanding prior to issuing of certificates.

Registered versus Licenced Professional: The Read3 certificate of completion acknowledges you as a registered Read3 professional who has successfully completed Read3 training. To become a licenced Read3 professional user you will need to purchase a program licence (single or multi-user available). Your program licence (small annual renewal fee applies) enables you to administer Read3 with an unlimited number of clients and offer parents & carers the discounted Family Access to support home practice. If you are keen to become a licenced Read3 professional please contact  support@read3.com.au and we'll discuss which licence best suits your needs.

Training page access: To ensure you have plenty of time to re-watch content, this page will remain open for another six weeks. Once access to training materials has expired (24 October 2025), this link will no longer be accessible from the 'My Learning' menu and access to Module 1 Step 1 will cease for those who are not licenced Read3 users.     

Join our Professional Facebook Group: We encourage you to join this page and ask your questions here. That way 'the Read3 collective' can benefit from the topic of discussion. Remember, no question is too small - we learn a lot about how we can improve program design/training and communication from the types of questions asked, so ask away!    

Assignment: Record a Chunk Check

To complete your Read3 training you are required to record a video of yourself conducting a Chunk Check including scoring the results. Don't forget to check 'OLD Chunks' as well as 'NEW Chunks'. 

Please refer to Session 3 for a recap on the assignment requirements and a link to Chunk Check assignment resources. Assignments must be submitted no later than 19 September, 2025.

You will need to email a share link to your recording (Dropbox/GoogleDrive/OneDrive) plus a copy of the results scored up on a Chunk Check Daily Tracker to slp@read3.com.au. 

Don't be a stranger 😊 

Finally, and perhaps most importantly, please understand you are not alone on this journey. Learning how to best support our most vulnerable young readers takes time and lots of experimentation! If you need assistance, please reach out.

For those of you who have client-related questions following the final session, please feel free to book your free 20-min chat and Helen or Cara will be happy to chat through your concerns. If you feel you need a longer session, you may prefer to book a supervision session - 30 minute or 1-hour sessions are available.

If you have questions relating to training, onboarding or purchasing the program, please contact support@read3.com.au and Kate and Amanda will be able to assist.

From the whole team at Read3, we thank you again and welcome to our community! 

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Content Hyperlinks

Click the links below to jump to the session.

Session 1  ||  Session 2  ||  Session 3 || Session 4

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Session 1

Session 1 Preparation 

There is no pre-reading required for Session 1.  
We do ask that you watch the website walkthrough then complete the Pre-Training Navigation Quiz to familiarise yourself with the Read3 website.

Session 1 Follow Up

Hi everyone, Kate here. 👋  Thanks to those who made it along live this week. And to those who will be watching the replays, welcome!

We know there was a lot of information in this session, but we feel it is important we bring you all up to speed on the theory behind children with serious literacy challenges before we leap into the nuts and bolts of the program.

Details on homework requirements for the coming week are included below the session replay. Please ensure you have completed the pre-training navigation quiz if you have not done so already. 

Session 1 replay

Homework before next session:

1. Start thinking about orthographic mapping!

• Reflect on a struggling client – are they mapping or are the still just decoding? 
• Thinking about the areas of reading difficulty what barriers to learning might they be facing? You might like to plot them on the diagram (see extra resources below)

2. Explore the Module 1 Introduction content. 

• To access content click: 'Read3 Modules' > Module 1 (Foundation) > Module 1 Introduction
• Watch the Module 1 Introduction video
• Try the Nonsense Names activity with one client 

3. Articles to read (optional)

• Explicit Vocabulary instruction Using the POSSUM Approach. The acronym, created by fluency guru Maryanne Wolf, outlines the six different elements of word recognition - phonology, orthography, syntax, semantics, understanding, and morphology - that we can use to support explicit vocabulary instruction. You'll see they match the areas listed on our 'Areas of Reading Difficulty' model.
• Identifying and Teaching Students with Significant Reading Problems by Sharon Vaughn and Jack M Fletcher provides a solid, readable overview of dyslexia and the importance of early screening, and the value of a multi-tiered system of support. 
• Any of the articles on our reference list (refer to your Handbook or Professional Manual).  I've also included an interesting presentation from the Reading League in 2022 explaining the uptake of LSK can be 2x with embedded picture mnemonics.

 DOWNLOAD  - some extra resources

• Areas of Reading Difficulty
  This is a black and white version of Robyn's model. Helen finds it a useful tool for discussing reading difficulties with parents.
  
• Fact Sheet: The Read3 Difference
  This fact sheet provides a summary of the main differences between Read3 and a typical systematic synthetic phonics program. A few of you indicated you were keen to see it and share with colleagues or educators supporting your clients.
  
• Overview of Read3 Program Outcomes
  If you're looking for a little more detail on our scope and sequence, this document is a good place to start. It includes an overview of program outcomes at each step plus the ACARA standards met.
  
• Overview of Reading Profiles 
  I've included a single-page summary of the reading profiles discussed in the screening section. There is also a document we share with schools that summarises the Read study and implications for targeted intervention so if you're keen for that just let me know. 😊

Session 2 

Session 2 Preparation 

The Session 2 handbook is linked below. The Appendix includes activities to be conducted during this session. Please ensure you have a printout of all activities (p14-p17) plus the Read3 Guide to Error Correction (p18-24). 

Note: the Read3 Guide to Error Correction is also included as an appendix in the Read3 Professional Manual. If you already have a Read3 Professional licence, and have printed the full manual, just refer to that copy instead.

Session 2 Follow Up

Thanks to those who joined us live. A recording malfunction led to all attendees displaying on screen so have pulled together a 'best of' from the past two sessions for you - enjoy the hair and outfit changes! 😂

The video snippet we included on the value of of chunking for building fluency was from Melissa & Lori Love Literacy's podcast featuring Maryanne Wolf and Melissa Orkin.  If you want to learn more about POSSUM, and what's needed for our most at-risk, be sure to check it out.  

Details on homework for the coming week are included below the session replay. 

Session Replay

Homework before next session:

For some light viewing this week, we encourage you to watch the interview with SLP Lauren Clarke discussing her approach to parent capacity building. Jump to 33:00 if you're pressed for time.

 DOWNLOAD  - some extra resources

• Understanding Orthographic Mapping
  I've added Robyn's model of orthographic mapping here for those that were keen. Here's the 'Simple View of OM' if you want something to 'compare and contrast' when talking with others about the complexity of these kids. 

• About Read3: Fact Sheet For Parents
  This fact sheet answers some of the common questions parents have about how Read3 works and why it is being recommended for their child. Anyone who is already a registered Read3 professional can find this Fact Sheet and other flyers under Onboarding>Your Parents. Remember, the special pricing for Family Access is not available in the 'public' store. You would need to share the URL of the specific discounted product directly with your families. Again, for those who are registered Read3 professionals, you can copy and paste the relevant URL Link from Onboarding>Your Parents>Family Access: Share Links
  
  
• The Bunning Box!
  We didn't discuss it in this session, but we store our module cards in a Bunnings Box. I've got a few pictures up in the Facebook Group for Professionals showing how we lay things out so email us or have a look in the group if you're a lover or organisational tools. 😜 Just search 'Bunnings' in the group and they will pop up.

Session 3  

Session 3 Preparation 

Please ensure you have printed pages 11, 12 and 17 in the handbook, all pages in the Activity Workbook and the Chunk Check activity.   

Session 3 Follow Up

Thanks everyone who made it along to the session. Due to internet issues I've inserted some footage from a previous session for the first section - gotta love live presentations! 😂

Whether you attended live or are watching the replays, your homework for this week is to complete Case Study #4 in the activity booklet. We encourage you to complete this online via the Google Form below, as we have included some feedback within that form. You are of course welcome to complete the paper version if you prefer.

Your Read3 Training 'Chunk Check' Assignment
(due by 19 September 2025)

Now that you are familiar with the monitoring tools in Read3, we require you to complete a Chunk Check. This assignment is an important part of your Read3 training. 

Please email a share link or the recording (Dropbox/GoogleDrive/OneDrive) plus a completed record of scores achieved on a Chunk Check Daily Tracker sheet to slp@read3.com.au. If you don't currently have a willing literacy client on hand, ask your friend/partner/child/neighbour to complete one (making a few errors) so you can practise. 

In your Chunk Check recording, please check NEW Chunks (current step) and review some OLD Chunks (previous steps)

If you are already using Read3, feel free to record a Chunk Check from any Step. 

If you're not yet using Read3, please use the cards that were printed for the breakout room activity in this session (see M1.2.1 Chunk Check Activity file in the session preparation section above). 

• The Onset and Rime Cards in Module 1 Step 2 (Lesson 1) would be the 'New Chunks' (10 in total).
• The Onset/Rime Cards from Module 1 Step 1 should be used to review 'Old Chunks' (select 10). 
• Don't forget to send in your completed Chunk Check Daily Tracker form! 

Just as a general rule for Chunk Check, if you are uncertain which 'old chunks' to check, review the Chunk Check instruction sheet first and if no specific guidance is provided, use a random selection from any previous step and/or ones you know the child finds more difficult. 

• Read3 Model of Mastery: Activities By Step
  This document outlines the activities that support each component of the model of mastery. Use it as a handy guide to how to add variety when consolidating skills at each point in the step. 
  Location: Monitoring > Quick Links
  
  
• B/D Reversal Video
  In response to the question about supporting b/d reversals, I have uploaded a video from Module 1 Step 2 Lesson 2 when b is introduced for the first time. Our approach is to pair p and b (watch the video to find out why) and then introduce d once p/b is consolidated.
  Location: Read3 Modules > Module 1 | Step 2 (right at the top)
  
  

Session 4 

Session 4 Preparation