Build skills students need to become proficient readers with an evidence-based, systematic progression of lessons.
- Learn to associate sounds and letters
- Develop awareness of rhymes and sound segments
- Divide words into segments
- Add and delete sound segments
The 125 one- and two-page lessons help students connect letters with sounds and improve early reading achievement. The lessons are organized into five skill areas in order of development. Each skill area begins with picture-supported lessons and progresses to listening tasks without pictures. Determine student progress with a pre- and posttest for every unit. The scope and sequence of lessons are:
- identify rhymes
- supply rhyming words with and without cues
- play games and sing songs to practice saying words that rhyme
Beginning and Ending Sounds
- identify sounds at the beginning and end of words
- produce words that begin with the same sound as target words
- play games and sing songs to practice saying words with the same sounds
Segmenting and Blending
- segment the syllables in words
- blend syllables into words
- segment the phonemes in words
- blend phonemes into words
Putting Sounds Together with Letters
- learn that letters represent phonemes
- use letters of the alphabet to make words
Copyright © 1993
- ASHA (2001) states that speech-language pathologists play an integral role in identifying children who are at risk of developing reading disorders and providing intervention on oral speech and language skills, including phonological awareness skills. Direct intervention in the preschool years may reduce later reading and spelling difficulties.
- Training in phonological awareness is critical to reading success, and manipulating phonemes in words is highly effective across all literary domains and outcomes (NRP, 2000).
- Tasks that require students to manipulate spoken units larger than phonemes are simpler for beginners than tasks requiring phoneme manipulation. Instruction often begins by teaching children to manipulate larger units and includes such activities as rhyming, breaking sentences into words, and breaking words into syllables (NRP, 2000).
- Blending and segmenting skills must be present in order to decode unfamiliar words. Thus, in order to improve decoding, a student must have a foundation of these skills (Schuele & Boudreau, 2008).
- 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).
Sounds Abound Listening, Rhyming, and Reading 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 [Position Statement]. Retrieved January 21, 2010, from www.asha.org/docs/pdf/PS2001-00104.pdf
National Reading Panel (NRP). (2000). Teaching children to read: An evidence based assessment of the scientific research literature on reading and its implication for reading instruction – Reports of the subgroups. Retrieved January 21, 2010, from www.nichd.nih.gov/publications/nrp/upload/report.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.