Synopses & Reviews
- One of the most popular programs available — more than 250,000 copies sold
- Easy and fun activities that take only 15-20 minutes a day
- Includes a flexible assessment test that allows group screening
- Meets new federal requirements for scientifically based reading research
- Developed by leading experts in reading instruction
Phonemic Awareness in Young Children complements any prereading program. From simple listening games to more advanced exercises in rhyming, alliteration, and segmentation, this best-selling curriculum helps boost young learners' preliteracy skills in just 15-20 minutes a day. Specifically targeting phonemic awareness — now known to be an important step to a child's early reading acquisition — this research-based program helps young children learn to distinguish individual sounds that make up words and affect their meanings.
With a developmental sequence of activities that follows a school year calendar, teachers can chose from a range of activities for their preschool, kindergarten, and first-grade classrooms. Plus, the curriculum includes an easy-to-use assessment test for screening up to 15 children at a time. This assessment not only helps to objectively estimate the general skill level of the class and identify children who may need additional testing but may also be repeated every 1-2 months to monitor progress. All children benefit because the curriculum accommodates individualized learning and teaching styles.
Here is everything a teacher needs:
- Teaching objectives
- Lesson plans and sample scripts
- Activity adaptations
- Troubleshooting guidelines
- Suggested kindergarten and first-grade schedules
- Informal, group screening
A featured book in our Launching Literacy Kit!
See which domain of school readiness in the Head Start Child Development and Early Learning Framework this book addresses.
Review
"The directions are easy to understand and the lessons follow a developmental sequence beginning with the easiest and most basic activities. . . . This book could be used with any reading program. . . . The games are user-friendly and do not require a large amount of preparation time. . . . Excellent resource book."
Review
"Very user friendly. The activities serve as a bridge between enjoyment and needed fluency development of the basic phonemes. I recommend this text." Charles C. Wills, M.S. Ed., BCBA
Synopsis
- One of the most popular programs available more than 250,000 copies sold
- Easy and fun activities that take only 15-20 minutes a day
- Includes a flexible assessment test that allows group screening
- Meets new federal requirements for scientifically based reading research
- Developed by leading experts in reading instruction
Phonemic Awareness in Young Children complements any prereading program. From simple listening games to more advanced exercises in rhyming, alliteration, and segmentation, this best-selling curriculum helps boost young learners' preliteracy skills in just 15-20 minutes a day. Specifically targeting phonemic awareness now known to be an important step to a child's early reading acquisition this research-based program helps young children learn to distinguish individual sounds that make up words and affect their meanings.
With a developmental sequence of activities that follows a school year calendar, teachers can chose from a range of activities for their preschool, kindergarten, and first-grade classrooms. Plus, the curriculum includes an easy-to-use assessment test for screening up to 15 children at a time. This assessment not only helps to objectively estimate the general skill level of the class and identify children who may need additional testing but may also be repeated every 1-2 months to monitor progress. All children benefit because the curriculum accommodates individualized learning and teaching styles.
Here is everything a teacher needs:
- Teaching objectives
- Lesson plans and sample scripts
- Activity adaptations
- Troubleshooting guidelines
- Suggested kindergarten and first-grade schedules
- Informal, group screening
A featured book in our Launching Literacy Kit
How Our Early Childhood Products Align with the Head Start Child Development and Early Learning Outcomes Framework
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Synopsis
This engaging curriculum improves preliteracy listening skills by helping children learn to distinguish the individual sounds that make up words. Teachers can choose from a range of fun, proven, and easy-to-use activities -- from simple listening games to more advanced sound manipulation exercises on rhyming, alliteration, and segmentation. The adaptable activities can supplement language arts curricula in any preschool, kindergarten, or first-grade classroom -- general, bilingual, inclusive, or special education -- in just 15-20 minutes a day. With a screening tool that accommodates up to 15 children at a time, educators can gauge the general skill level of their classes and identify children who may need additional help. It's the perfect complement to any school's language arts curriculum.
Synopsis
This invaluable supplementary curriculum meets Reading First criteria and contains numerous classroom-ready activities designed to increase the phonemic awareness and preliteracy skills of preschool, kindergarten, and first-grade students.
Description
"Annotated bibliography of rhyming stories": p. 159-169. Includes bibliographical references and index.
About the Author
Marilyn Jager Adams, Ph.D., is a cognitive and developmental psychologist who has devoted her career to research and applied work in the area of cognition and education. Dr. Adams' scholarly contributions include the book Beginning to Read: Thinking and Learning About Print (MIT Press, 1994). Among honors, she has received the American Educational Research Association's Sylvia Scribner Award and The International Dyslexia Association's Samuel Torrey Orton Award.
Dr. Adams chaired the planning committee for the National Academy of Sciences (1998) report Preventing Reading Difficulties in Young Children and has served since 1992 on the planning or steering committees for the National Assessment of Educational Progress (NAEP) in reading. She also developed a vocabulary assessment for the 2014 National Assessment of Adult Literacy (NAAL) and was on the development team for the Common Core State Standards for English Language Arts and Literacy.
Dr. Adams has authored a number of empirically validated classroom resources, including Odyssey: A Curriculum for Thinking (Charlesbridge Publishing, 1986), which was originally developed for barrio students in Venezuela; Phonemic Awareness in Young Children: A Classroom Curriculum (Paul H. Brookes Publishing Co., 1998) on language and literacy basics for emergent readers and students with special needs; Open Court's 1995 edition of Collection for Young Scholars, a program for reading, writing, and literacy development for elementary school students; and Scholastic's System 44 (2009) and iRead (2013), technology-based programs for building literacy foundations. She has also served on the advisory board for several of the Public Broadcasting System's educational programs including Sesame Street and Between the Lions, for which she was Senior Literacy Advisor.
Dr. Adams spent most of her career with the think tank Bolt Beranek and Newman (BBN Technologies-"Where Wizards Stay up Late") in Cambridge, Massachusetts. From 2000 to 2007, she was Chief Scientist at Soliloquy Learning, which she cofounded with the goal of harnessing automatic speech recognition for helping students learn to read and read to learn. She is currently a visiting scholar in the Cognitive, Linguistic, and Psychological Sciences Department at Brown University. She has two children: John, who is working toward a Ph.D. in social psychology, and Jocie, who is striving to be a musician. Her husband, Milton, is a rocket scientist at Massachusetts Institute of Technology's Charles Stark Draper Labs.
Barbara R. Foorman, Ph.D., earned her doctorate at the University of California-Berkeley. She is Professor of Pediatrics and Director of the Center for Academic and Reading Skills at the University of Texas-Houston Medical School and Principal Investigator of the grant funded by the National Institute of Child Health and Human Development (NICHD), Early Interventions for Children with Reading Problems. In addition to many chapters and journal articles on topics related to language and reading development, she is the editor of Reading Acquisition: Cultural Constraints and Cognitive Universals (Lawrence Erlbaum Associates, 1986). She is on the editorial board of Journal of Learning Disabilities and has guest edited special issues of Scientific Studies of Reading, Linguistics and Education and Journal of Learning Disabilities. Dr. Foorman has been actively involved in outreach to the schools and to the general public, having chaired Houston Independent School District's Committee on a Balanced Approach to Reading and having testified before the California and Texas legislatures and the Texas Board of Education Long-Range Planning Committee. Dr. Foorman is also a member of the National Academy of Sciences' Committee on the Prevention of Reading Difficulties in Young Children, the board of the Society for the Scientific Study of Reading, the Consortium on Reading Excellence (CORE), and several local reading efforts.
Ingvar Lundberg, Ph.D., was first trained as a school teacher and served in inner-city schools in Stockholm, Sweden. Later, he entered an academic career and became Professor of Developmental Psychology at the University of Ume. He has published a dozen books, primarily in Scandinavian languages and a large number of scientific articles, particularly in the field of reading and language development. He served on the steering committee of the largest survey of reading achievement in the world, including more than 30 countries. He is a fellow of several academies and learned societies and serves on the editorial board of a number of scientific journals. He is currently affiliated with the Department of Psychology at Göteborg, Sweden, where he directs a research program on communication disabilities.
Terri Beeler, Ed.D., has more than 20 years of experience in education, in both teaching and administration. Dr. Beeler is Assistant Professor in the Department of Urban Education at the University of Houston's downtown campus. Within the responsibilities of that position, she is one of the coordinators of a totally field-based teacher education program, which allows her to work with both preservice and in-service teachers and also continue to be in classrooms with children. In addition, she does a great deal of staff development and consultant work in the area of early literacy development, specifically phonemic awareness and guided reading. She is also a co-editor of the State of Reading, the journal of the Texas State Reading Association, and author of I Can Read, I can Write: Creating a Print-Rich Environment (Creative Teaching Press, 1993).
Table of Contents
- The Nature and Importance of Phonemic Awareness
What Research Says About Phonemic Awareness
About the Structure of Language
Phonemic Awareness in Young Children: A Classroom Curriculum
--Notes to the Special Education Teacher
--The Structure of the Program
- The Language Games
About the Use of the Language Games
Overview of the Program
Brief Description of the Games in Practice
- Listening Games
- Listening to Sounds
- Listening to Sequences of Sounds
- Jacob, Where Are You?
- Hiding the Alarm Clock
- Who Says What?
- Whisper Your Name
- Nonsense
- Whispering Game
- Do You Remember?
- Rhyming
- Poetry, Songs, and Jingles
- Rhyme Stories
- Emphasizing Rhyme Through Movement
- Word Rhyming
- Can You Rhyme?
- The Ship is Loaded With
- Action Rhymes
- Rhyme Book
- Words and Sentences
- Introducing the Idea of Sentences
- Introducing the Idea of a Word
- Hearing Words in Sentences
- Exercises with Short and Long Words
- Words in Context and Out
- Awareness of Syllables
- Clapping Names
- Take One Thing from the Box
- The King's/Queen's Successor
- Listening First, Looking After
- Troll Talk I: Syllables
- Initial and Final Sounds
- Guess Who
- Different Words, Same Initial Phoneme
- Finding Things: Initial Phonemes
- I'm Thinking of Something
- Word Pairs I: Take a Sound Away (Analysis)
- Word Pairs II: Add a Sound (Synthesis)
- Different Words, Same Final Phoneme
- Finding Things: Final Phonemes
- Spider's Web
--With Word Pair I
--With Word Pair II
- Phonemes
- Two-Sound Words
- Basic Three-Sound Words
--Analysis to Synthesis
--Synthesis to Analysis
--Analysis and Synthesis
- Consonant Blends: Adding and Subtracting Initial Sounds
--Analysis to Synthesis
--Synthesis to Analysis
--Analysis and Synthesis
- Consonant Blends: Inserting and Removing Internal Sounds
--Analysis to Synthesis
--Synthesis to Analysis
--Analysis and Synthesis
- Building Four-Sound Words
- Guess a Word
- Troll Talk II: Phonemes
Introducing Letters and Spellings- Guess Who: Introducing Sounds and Letters
- Picture Names: Initial Sounds and Letters
- I'm Thinking of Something: Initial Sounds and Letters
- Picture Names: Final Sounds and Letters
- Picture Search: Initial or Final Consonants
- Introduction to How Words are Spelled: Add a Letter
- Swap a Letter
- Sounding Words
Assessing Phonological Awareness The Assessment Test
Materials
The Testing Procedure
Detecting Rhymes
--Description
--Administration
--Scoring
Counting Syllables
--Description
--Administration
--Scoring
Matching Initial Sounds
--Description
--Administration
--Scoring
Counting Phonemes
--Description
--Administration
--Scoring
Comparing Word Lengths
--Description
--Administration
--Scoring
Representing Phonemes with Letter
--Description
--Administration
--Scoring
Interpreting the Results
Appendix A: Phonetic Symbols and Classifications of American English Consonants and Vowels
Appendix B: Suggested Kindergarten Schedule
Appendix C: Suggested First-Grade Schedule
Appendix D: Accompanying Materials and Resources
Appendix E: Advanced Language Games
Appendix F: Annotated Bibliography of Rhyming Stories
Appendix G: Poems, Fingerplays, Jingles, and Chants
Index