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Given the amount of controversy there has been in Parliament and the media recently concerning dyslexia and failures in contemporary literacy tuition, we feel it is particularly timely to present the data in this report, which builds a very strong case in favour of Sounds~Write - a genuine linguistic phonic programme for teaching literacy. The first Sounds~Write training courses were trialled in March 2003. From the outset we were determined to investigate the outcomes of teaching with the programme. Success for any literacy tuition programme can only be measured in terms of the numbers of pupils taught by it who actually end up literate, by which we include being able to both read and write. We have therefore started the process of tracking pupils taught by the Sounds~Write approach during their first four years of primary schooling, i.e., from the start of Reception until the end of Year Three. We now have data on a total of over 3500 pupils drawn from classes in thirty-six state primary schools geographically located in three different parts of the United Kingdom.