"THRASS is used throughout all curricula areas. As the Year 5 children alluded to, they use the skills and THRASS charts to take them beyond just simple phonics. THRASS is not just about phonics."
Cathy Higgins, Headteacher, Oxley Park Primary School, Milton Keynes, England

"THRASS is a revolutionary approach to teaching English that provides learners of all ages and abilities not just with handwriting, reading and spelling skills but also with valuable life skills training."
Dr Jean Place, Principal Tutor, University of the Witwatersrand, Johannesburg, South Africa

"THRASS has proved to be a most useful tool to overcome the many barriers faced by our children and educators. It is empowering a group of people who were previously disempowered and equipping our children for life."
Darryl Geffen, Headmaster, Masibambane College, Orange Farm Township, South Africa

"The THRASS Phoneme Machine is the greatest thing there could ever be for teaching children for whom English is a second language."
Kopano Makenna, Student Teacher, University of the Witwatersrand, Johannesburg, South Africa

"The THRASS phonics programme is able to at least double the normal rate of progress made by primary school children that have reading and spelling difficulties."
Dr Roger Norgate, Consultant Educational Psychologist, Hampshire LA, Meridian ITV News

"It’s not complicated. It empowers children as learners to be able to read any book and have a go at spelling any word."
Jane Ralphs, Deputy Headteacher, Oxley Park Primary School, Milton Keynes, ITV News

"The children are increasingly confident in using English and have a wide range of vocabulary that we would normally expect. In Wales and in Conwy, many of our schools are Welsh Medium schools and children do not receive any formal English education until the age of seven."
Glynis Davies, Literacy Advisory Teacher (English),
Conwy LA, North Wales

"In terms of teaching and learning, THRASS has been one of the single most things, if not the single most thing, that has transformed the school."
Vicky Meadows, Headteacher, Windsor Clive Infants School, Cardiff, South Wales

AND............

"This was excellent – so logical. What have we been doing for years!"

"I am left feeling guilty about nearly 30 years of teaching 26 letter sounds in the alphabet. This will solve the reading problems in our country."

"Very informative. I learned a lot! You taught me things I didn’t know I knew. Changed my views on teaching phonics."

"I just wish I’d had this type of training 20 years ago. It would have made me a much more effective teacher."

"I’ve been absolutely blown away by THRASS. It is such a simple, honest, powerful tool to teach phonics."

"This is a whole new view on teaching reading and spelling and I am confident that this will open doors for educating the deaf."

"If all educators could do the course as compulsory, it could only benefit children and lessen illiteracy among learners."

"This was a brilliantly presented course. We were enthralled, educated and entertained. This is, as a speech therapist, the system I have always wanted."

"At the beginning of the course I felt doubtful that we could implement THRASS within a secondary school. By the end of Day Two I completely changed my mind and I am looking forward to introducing the pupils I work with to THRASS."


Some of the many comments from parents:

"I think it’s fantastic. I wish it had been available when we were children at school. It makes sense of the English language."

"I was considering if we should keep her down this year and not let her go on to Year 1 but with this system of teaching of phonics she’s doing more than I would ever have imagined she would have been able to do with the English language."

"We are so pleased to be involved in this learning to support our children."

"I have found this course extremely useful and helpful. I feel more confident in helping with my children’s spellings and homework and I feel it will be more enjoyable."

"THRASS is a fantastic teaching system and I love the Phoneme Machine."

"Very informative. Looking forward
to using THRASS chart at home."

"He’s coming home talking about phonemes, graphs, digraphs and trigraphs. He never talks about school when he comes home. What’s more he seems to understand it all."

"Brilliant. I wish we’d learnt it at school. Why hasn’t somebody looked at the English language and broken it down before. It’s just unbelievable. And the Phoneme Machine will be really valuable. It’s astonishingly clever."


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