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.
- Develop phonological awareness
- Improve literacy and decoding skills
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
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- 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.
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