Link phonological awareness skills to children's literature and comprehension. Use the rich vocabulary from favorite children's books to improve word, syllable, and sound awareness.
- Improve rhyming, word, syllable, and sound awareness
- Link phonological awareness to literacy
The activities are suitable for whole class instruction, small groups, and individuals; preschoolers though early elementary grades; and regular and special education classrooms. There are a variety of questions at each level of learning so you can easily address individual needs in a group.
The easy-to-follow format uses the same skill sequence in each book-unit. The story content and vocabulary words are integrated into an exhaustive compilation of practice activities. Students progress to awareness of increasingly smaller units of speech:
- Word Awareness
- Syllable Awareness
- clapping syllables
- blending syllables
- deleting syllables
- reversing syllables
- recognize rhymes
- discriminate rhymes
- generate rhymes
- Sound Awareness
- initial sound play
- identify and generate words beginning with the given sound
- blend monosyllable words
- blend sounds to make a word
- match initial sounds
- identify initial and final sounds of words
- substitute initial and final sounds
- segment sounds
- delete initial and final sounds
- delete sounds in blends
The lessons are based on storybooks that you supply. There are 43 book-units. Several of the books have content related to curricular topics. Some of the titles are (see the Table of Contents for a complete list):
- A Pocket for Corduroy
- Caps for Sale
- If You Give a Moose a Muffin
- Pumpkin Pumpkin
- Strega Nona
- The Snowy Day
- The Very Hungry Caterpillar
- Tikki Tikki Tembo
Copyright © 2002
I just received my copy of Sounds Abound Storybook Activities and I am so impressed! I teach Kindergarten and it is just what I have been looking for. It helps me immensely in putting in place the phonemic awareness and phonics part of the my program using good literature. Thank you so much.
Linda Sears, Teacher
Fort Covington, NY
- 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 literacy domains and outcomes (NRP, 2000).
- 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).
- Explicit instruction in phonemic awareness and phonetic decoding skills produces stronger reading growth in children with phonological weakness than approaches that do not teach these skills explicitly (Torgesen, 2000).
- Preschool children, who are at-risk for later developing reading disorders, including children with speech-sound disorders and children in poverty, need explicit instruction on phonological awareness skills, including segmenting, rhyme, and print awareness. Use of age-appropriate literature to facilitate motivation in children is an effective therapy technique (Justice, Chow, Capellini, Flanigan, & Colton, 2003).
Sounds Abound Storybook Activities 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 September 30, 2009, from www.asha.org/policy
Justice, L.M., Chow, S.M., Capellini, C., Flanigan, K., & Colton, S. (2003). Emergent literacy intervention for vulnerable preschoolers: Relative effects of two approaches. American Journal of Speech-Language Pathology, 12, 320-332.
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.
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 September 30, 2009, from 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 intervention in reading: The lingering problem of treatment resisters. Learning Disabilities Research & Practice, 15, 55-64.