Match your teaching method to the student's learning style and help him develop phonological awareness.
- Improve skills in sound identification, phoneme blending, auditory completion, and visual matching
- Develop competent readers
Students with language and learning disorders may rely heavily on visual and tactile modalities. These lessons let them use their best learning senses to master beginning sounds, syllable segmentation and deletion, phoneme blending, sound identification, phoneme segmentation and deletion, and auditory completion.
The book has 19 phoneme chapters. Each chapter has five lessons and contains a teacher script. The activity sequence is consistent from chapter to chapter. The activities and teacher scripts are easily modified to meet individual or group needs. The lessons are filled with a variety of learning strategies:
- manual signing
- motor cueing
- auditory attention activities
- tactile/kinesthetic activities
- visual matching
- writing activities
- rhymes and songs
The book has these reproducible lesson materials:
- 18 picture cards per phoneme letter (342 total)
- ABC puzzles
- ABC Kids (use as puppets and to reinforce concepts)
- ABC cards
- oral motor cards for each sound
- manual alphabet (sign language) charts
Copyright © 2001
- Research has demonstrated that training in phonological awareness can result in significant improvement of phonological awareness skills (Ball & Blachman, 1991; van Kleeck, Gillam, & McFadden, 1998).
- 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 approaches that do not teach these skills explicitly (Torgesen, 2000).
- 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).
- Blending and segmenting skills must be present in order to decode unfamiliar written words accurately and fluently. Thus, in order to improve decoding, a student must have a foundation of these skills (Lyon, 1995; Schuele & Boudreau, 2008).
- Multisensory interventions for special education have been validated with experimental research investigations (MPRRC, 2005).
Sounds Abound Multisensory Phonological Awareness 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 on April 8, 2009, from www.asha.org/policy
Ball, E., & Blachman, B. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49-66.
Lyon, G.R. (1995). Research initiatives in learning disabilities: Contributions from scientists supported by the National Institute of Child Health and Human Development. Journal of Child Neurology, 10(Suppl.1), 120-126.
Mountain Plains Regional Resource Center (MPRRC). (2005). Research-based interventions and practices in special education: A parent's guide for understanding. Information and questions to ask at IEP team meetings. Logan, UT: Mountain Plains Regional Resource Center. (ERIC Document Reproduction Service No. ED498501)
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.
van Kleeck, A., Gillam, R., & McFadden, T. (1998). A study of classroom-based phonological awareness training for preschoolers with speech and/or language disorders. American Journal of Speech-Language Pathology, 7, 65-76.