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Sounds Abound Multisensory Phonological Awareness
Ages: 4-7   Grades: PreK-2

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
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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


201 pages
  • 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

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

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.


Jill Teachworth


Jill Teachworth, CCC-SLP.  English was my second language.  As a young child, I remember my mother reading wonderful poems to me that were music to my ears.  She encouraged me to recite to her, and we would play made-up language games just for fun.  My father always took me to the library.  As I grew older, he introduced me to expository text, which he considered as valuable as prose and poetry.

I didn't start out as a speech and language major in college, but one day a friend invited me to attend a language development class with her.  By the end of the class, I knew I had a new major.  After receiving a master's degree in speech and language from Teacher's College, Columbia University, I received a master's degree in Learning Disabilities from Oakland University.  I presently teach in Michigan, where I see preschoolers though sixth graders.

Throughout my teaching career I have focused on the relationship between speech and language, and the reading-writing process.  But my primary focus is always to establish personal relationships with my students, which I believe is the best facilitator of learning.  Sounds Abound Multisensory Phonological Awareness, my first book for LinguiSystems, reflects my strong belief that young children need to play with language.  They need to learn to love the sound of language and to become aware that the spoken and written word adds meaning to their lives.


Sounds Abound Multisensory Phonological Awareness will help students improve listening, speaking, and phoneme awareness/ phonics skills.  The book takes a multisensory approach to language learning.

Phonemic Awareness
This book emphasizes listening, speaking, critical thinking skills, and the progressive development of various phonemic awareness skills.  Phoneme awareness is the ability to recognize and manipulate phoneme segments of words, to hold phoneme strings in memory, and to access those memories rapidly.  The various skills that make up phoneme awareness have a causal role in subsequent reading acquisition (Torgensen, et al).  Phonics (or sound/symbol association) is a necessary component in reading and spelling, helping reading acquisition development (Hatcher, et al).  Children as early as three years have an awareness of sounds in words in rhyming tasks, for example.  Research supports that phonemic awareness skills can be taught directly.

Multisensory Approach:

  • reinforces knowledge and retention of sound/symbol correspondence.  A multisensory approach allows for direct instruction of phoneme awareness skills in a language-based approach.
  • addresses retrieval difficulties with sound and word storage.  Storage and retrieval problems are common to many language- and learning-impaired students.  Since reading programs rely heavily on the use of the auditory modality only, retrieval difficulties may result in an inability to be successful in reading programs.
  • anchors long-term memory skills by letting students use their best learning senses.  Students will learn through their best modality as they look, listen, feel, play, and even sing the sounds.

How to Use the Book

  • You can teach small group instruction or various delivery service models.
  • Speech-language teachers (SLPs) can co-teach with general education teachers.
  • Learning disabilities teachers and the SLPs can work together, providing continuity for students.
  • Use this book for English as a Second Language (ESL) or for preschool children.

Accomplish assessment by making a checklist of the various skills achieved at the mastery level determined by IEP.  Standardized tests on phonemic awareness are also available through various educational testing catalogs.  Your instruction and assessment give the classroom teacher an understanding and appreciation on how you "link" the curriculum to your program, thus supporting both student and teacher.  This book encourages flexibility.  Revisit previous lessons for assessment and reinforcement.

Structure of the Book
Sounds Abound Multisensory Phonological Awareness is ideal because you can start with the first lesson at the beginning of the school year and do weekly lessons that finish by the end of school.  A materials list and a supplemental materials list are included in the book.  Here is how the book is structured.

  • Phoneme Chapters—There are nineteen consonant/phoneme sound chapters.  Each chapter has five lessons and contains a teacher script. 
  • Picture Cards—There are 18 picture cards per phoneme letter, 342 total.
  • ABC Puzzles—These puzzles include the whole alphabet, and can be used as reinforcement or supplemental material for any lesson in the book.
  • ABC Kids—These can also be used as reinforcement for any lesson in the book.
  • Letter Cards—Use these cards in Lessons 1 and 2 of each phoneme chapter.
  • Oral-Motor Cards—Use these important cards in the early lesson stages.
  • Manual Alphabet—Use these as guides to provide visual cueing in Lesson 1.
  • Two- and Three-Part Trains—Use in each chapter's Lesson 5 for blending skills.
  • ABC Letters and Board—Cut out the letters and use the perforated, laminated board in Lesson 1.

I hope you have as much fun with the Sounds Abound Multisensory Phonological Awareness program as I have had with my students.  And I hope you establish a successful springboard for all the opportunities that language and literacy bring into a child's world.