A reading breakthrough! Help your older students learn to read by combining phonological awareness instruction with phonetically-controlled reading and spelling activities.
- Improve phonological awareness
- Decode words accurately and fluently
- Strengthen word attack and spelling skills
Studies have shown a strong association between a child's ability to read and their ability to segment words into phonemes. The Phonological Awareness Kit Intermediate helps students in grade 3 through 9 who struggle to learn to read. Designed to supplement classroom reading instruction, the kit helps students improve sound awareness at the phoneme, syllable, and grapheme levels. Target skills in:
- Sound Blending and Segmenting
- Sound Isolation and Deletion
- Consonant and Vowel Digraphs
- R-controlled Vowels
- Silent "e" Rule
The activities and manipulatives can be used with individuals, small groups, or an entire classroom. The kit contains:
- 116-page activities manual with 50 reproducible activity pages
- 30 plastic cubes
- 50 picture and number cards
- 10 illustrated story cards
- 128 letter tiles
- 50 plastic chips
- reproducible Bingo game, generic game board, and checkerboard
The lessons/activities include:
- materials list (classroom items and items in the kit)
- word lists
- expansion activities
Copyright © 1997
- Evidence indicates that beyond elementary school, teaching phonological awareness and decoding tasks can be improved by teaching phonological awareness (Schuele & Boudreau, 2008).
- Blending and segmenting skills must be present in order to decode unfamiliar written words. Thus, in order to improve decoding, a student must have a foundation of these skills (Schuele & Boudreau, 2008).
- 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 (ASHA, 2001).
- Training in phonological awareness is critical to reading success, and manipulating phonemes in words is highly effective across all literacy domains and outcomes (NRP, 2000).
- Explicit instruction in phonemic awareness and phonetic decoding skills produces stronger reading growth in children with phonological weaknesses than do approaches that do not teach these skills explicitly (Torgesen, 2000).
The Phonological Awareness Kit Intermediate incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents [Guidelines]. Retrieved April 8, 2009, from www.asha.org/policy
National Reading Panel (NRP). (2000). 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. Retrieved April 8, 2009, from http://www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf
Schuele, C.M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools, 39, 3-20.
Torgesen, J.K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research & Practice, 15, 55-64.