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Sounds Abound Interactive Software
Ages: 4-9   Grades: PreK-4

Teach the skills critical to reading success: phonological awareness and manipulation of phonemes.  This best-selling software focuses on rhyming, syllables, phonemes, and letters.


  • Develop and master phonological awareness
  • Build awareness of and develop sound-symbol association
  • Make judgments about phonemes and integrate this knowledge with how words are read and spelled
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The software's systematic, hierarchical design is based on solid research.   Ear/brain training is emphasized.  No reading is required.  The student sees full-color pictures and listens as the narrator orally presents directions and stimuli. 

There are 15 activities to address the skills of rhyming, syllables, phonemes, and letters.  Each activity has five lessons and each lesson contains 10 items for a total of 750 stimulus items.  The activities and their lessons are:

  • Rhyming
    - choose a word that rhymes with a target word
    - identify multiple rhyming words
    - identify a word that does not rhyme

  • Beginning Sounds
    - determine if words begin with the same sound
    - choose words that begin with the same sound
    - choose words that do not begin with the same sound

  • Ending Sounds
    - determine if words end with the same sound
    - choose words that end with the same sound
    - choose words that do not end with the same sound

  • Segmentation
    - identify a new word when a syllable is deleted
    - identify a new word when a phoneme is deleted
    - identify the number of syllable in a word
    - identify the number of sounds in a word

  • Blending
    - blend sounds to identify words
    - blend letters and sounds to create words

Other program features:

  • three answer formats: yes/no, multiple choice, and click-and-drag
  • verbal and musical reinforcements maybe turned off and on
  • present items in a predetermined or random order
  • use narration or live voice
  • track the percent correct for every activity and set of activities, every session, and for the entire program
  • save and print results

Copyright © 2008

CD-ROM, instructions
  • Effective instruction of phonological awareness skills teaches children to notice, think about, and manipulate speech sounds in words (Put Reading First, 2000).
  • Training in phonological awareness is critical to reading success, and manipulating phonemes in words is highly effective across all literacy domains and outcomes (National Reading Panel Report, 2000).
  • Regardless of their ages, children who struggle to learn word decoding and encoding require intervention focused on the explicit awareness of phonemes in words, the association of phonemes with alphabetic symbols, and the ability to segment and blend phonemes in words and manipulate them in other ways.  This aspect of intervention generally follows this normal developmental sequence:
    • Begin with activities that build awareness of rhyme and other syllable-level sound structures.
    • Move to activities that require comparison of phonemes in groups of words, such as identifying whether two words start or end with the same sound.
    • Proceed to activities that require more explicit levels of phonological awareness (e.g., teaching children to identify the number of sounds or syllables in a particular word).
    • Culminate in activities aimed directly at teaching children to segment words into phonemes and to blend phonemes into words.  (American Speech-Language-Hearing Association, 2001)
  • Effective computer-assisted instruction supports paced, individualized learning that provides immediate feedback and opportunities for practice (Kim et al., 2006).

Sounds Abound Interactive Software incorporates these principles and is also based on expert professional practice.


American Speech-Language-Hearing Association. (2001). Ad Hoc Committee on Reading and Written Language Disorders. Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents.  

Kim, A., Vaughn, S., Klingner, J.K., Woodruff, A.L., Reutebuch, C.K., & Kouzekanani, K. (2006). Improving the reading comprehension of middle school students with disabilities through computer-assisted collaborative strategic reading. Remedial and Special Education, 27(4), 235-249.  

National Institute for Literacy. (2000). Put Reading First. Helping your child learn to read: A parent guide preschool through grade 3.  

National Institute of Child Health and Human Development. (December, 2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. (NIH Publication No. 00-4754). Washington, D.C.: U.S. Government Printing Office.    


Hugh Catts, Tina Williamson


Hugh Catts, Ph.D., CCC-SP, is professor and chairman of the Department of Speech-Language-Hearing at the University of Kansas.  He teaches courses in communicative disorders and language learning disabilities.  His research and clinical interests concern the relationship between oral and written language disorders.  He is currently involved in the early identification and remediation of language-based reading disabilities.

Tina Williamson, M.A., SLP, is a speech-language pathologist working in the public school system.  Since graduating from Augustana College, she received her master's degree from the University of Kansas and presently works with children ages preschool through 6th grade in Shawnee Mission, Kansas.  She has particular interest in augmentative communication and developmental delays, as well as the relationship between reading and language development.


Sounds Abound Interactive Software is designed to promote phonological awareness in children 4 to 9 years of age.  Research shows that phonological awareness is a single skill that may be addressed with a variety of activities.  The activities in this software focus on rhymes, syllables, phonemes, and letters.

These activities do not need to be completed in the order presented.  Rhyme activities are included primarily for work with preschool children.  Once children begin formal instruction in reading and writing, attention should be directed toward activities involving the phoneme.  These activities include making judgments about beginning and ending sounds.  Activities involving segmenting and deleting phonemes are also included, and for these, children may benefit from initially practicing similar activities involving syllables.  The blending section also draws attention to phonemes and helps integrate phoneme awareness with how words are read and spelled.

Sounds Abound Interactive Software should be supplemented with other activities involving letter-sound correspondence and beginning reading and spelling in order for it to be the most instructive.

Minimum System Requirements


  • WinXP or later
  • 500MB
  • 1024 x 768 Screen Resolution


  • OSX 10.2.6 to 10.6
    (Not compatible with Lion, OSX 10.7)
  • 500MB
  • 1024 x 768 Screen Resolution
Program will be installed onto the Hard Drive.
Compatible with SMART Board that emulates a mouse.