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Phonological Awareness Cards
Ages: 4-9   Grades: PreK-4

This is a complete PA program in a box!  Teach seven skill areas with 210 cards.  Each card has three pictures on the front and a hierarchy of stimulus items on the back. 

 

 

Outcomes

  • Develop phonological awareness
  • Improve literacy and decoding skills
Cards
#35015
$45.95
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The cards are organized into seven phonological awareness skill areas:

Rhyming—identify words that sound alike or rhyme

Syllable Identification—identify the number of syllables in a word

Syllable and Sound Blending—blend sounds or syllables into a word after they are given separately

Initial Alliteration—identify the beginning sound in a word

Final Alliteration—identify the last sound in a word

Phoneme Isolation—identify whether a given sound occurs at the beginning, middle, or end of a word

Sound Deletion and Substitution—delete a given sound from a word and say the new word or syllable; replace a specified sound in a word and say the new word

 

Use the cards:

  • for drills
  • with board games
  • in small groups
  • in conjunction with classroom reading activities
  • to supplement literacy and spelling

 

Copyright © 2004

Components
210 4" x 6" double-sided, coated, picture/stimuli cards, instruction cards
  • 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.  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).

Phonological Awareness Cards incorporates these principles and is also based on expert professional practice.

References

National Reading Panel (NRP). (2010). 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 September 23, 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

Author(s)

Lynn K. Flahive, Janet R. Lanza

Biography

Lynn K. Flahive, M.S., CC-SLP, is a board-recognized specialist in child language who has over 25 years of experience as a speech-language pathologist.  She worked in private and public schools in Wisconsin, Ohio, Illinois, and Texas for 12 years before joining the Department of Communication Sciences and Disorders at Texas Christian University in Fort Worth, Texas.  Lynn has special interests in working with preschool and early elementary-aged children with phonological and/or language delays.  Phonological Awareness Cards is Lynn's ninth publication with LinguiSystems.

Janet R. Lanza, M.S., CCC-SLP, is a speech-language pathologist who has worked in public schools, private schools, private practice, and a university clinic in Texas since 1976.  She has been on the faculty of the Department of Communication Sciences and Disorders at Texas Christian University in Fort Worth, Texas, since 1989.  At the TCU Miller Speech and Hearing Clinic, Janet is an instructor and clinical supervisor for classroom settings of preschool children with a variety of communication disorders.  Phonological Awareness Cards is Janet's 16th publication with LinguiSystems.

Introduction

Phonological Awareness Cards contains 210 cards labeled and categorized into seven areas of phonological awareness:

  • Rhyming—identifying words that sound alike or rhyme
  • Syllable Identification—identifying the number of syllables in a word
  • Syllable and Sound Blending—blending sounds or syllables into a word after they are given separately
  • Initial Alliteration—identifying the beginning sound in a word
  • Final Alliteration—identifying the last sound in a word
  • Phoneme Isolation—identifying whether a given sound occurs at the beginning, middle, or end of a word
  • Sound Deletion/Sound Substitution—deleting a given sound from a word and saying the new word or syllable or replacing a specified sound in a word and saying the new word or syllable