Teach the skills critical to reading success: phonological awareness and manipulation of phonemes. This best-selling software focuses on rhyming, syllables, phonemes, and letters.
- Develop and master phonological awareness
- Build awareness of and develop sound-symbol association
- Make judgments about phonemes and integrate this knowledge with how words are read and spelled
The software's systematic, hierarchical design is based on solid research. Ear/brain training is emphasized. No reading is required. The student sees full-color pictures and listens as the narrator orally presents directions and stimuli.
There are 15 activities to address the skills of rhyming, syllables, phonemes, and letters. Each activity has five lessons and each lesson contains 10 items for a total of 750 stimulus items. The activities and their lessons are:
- choose a word that rhymes with a target word
- identify multiple rhyming words
- identify a word that does not rhyme
- Beginning Sounds
- determine if words begin with the same sound
- choose words that begin with the same sound
- choose words that do not begin with the same sound
- Ending Sounds
- determine if words end with the same sound
- choose words that end with the same sound
- choose words that do not end with the same sound
- identify a new word when a syllable is deleted
- identify a new word when a phoneme is deleted
- identify the number of syllable in a word
- identify the number of sounds in a word
- blend sounds to identify words
- blend letters and sounds to create words
Other program features:
- three answer formats: yes/no, multiple choice, and click-and-drag
- verbal and musical reinforcements maybe turned off and on
- present items in a predetermined or random order
- use narration or live voice
- track the percent correct for every activity and set of activities, every session, and for the entire program
- save and print results
Copyright © 2008
- Effective instruction of phonological awareness skills teaches children to notice, think about, and manipulate speech sounds in words (Put Reading First, 2000).
- Training in phonological awareness is critical to reading success, and manipulating phonemes in words is highly effective across all literacy domains and outcomes (National Reading Panel Report, 2000).
- Regardless of their ages, 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. This aspect of intervention generally follows this normal developmental sequence:
- Begin with activities that build awareness of rhyme and other syllable-level sound structures.
- Move to activities that require comparison of phonemes in groups of words, such as identifying whether two words start or end with the same sound.
- Proceed to activities that require more explicit levels of phonological awareness (e.g., teaching children to identify the number of sounds or syllables in a particular word).
- Culminate in activities aimed directly at teaching children to segment words into phonemes and to blend phonemes into words. (American Speech-Language-Hearing Association, 2001)
- Effective computer-assisted instruction supports paced, individualized learning that provides immediate feedback and opportunities for practice (Kim et al., 2006).
Sounds Abound Interactive Software incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association. (2001). Ad Hoc Committee on Reading and Written Language Disorders. Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents. www.asha.org/docs/html/GL2001-00062.html
Kim, A., Vaughn, S., Klingner, J.K., Woodruff, A.L., Reutebuch, C.K., & Kouzekanani, K. (2006). Improving the reading comprehension of middle school students with disabilities through computer-assisted collaborative strategic reading. Remedial and Special Education, 27(4), 235-249.
National Institute for Literacy. (2000). Put Reading First. Helping your child learn to read: A parent guide preschool through grade 3. http://www.nifl.gov/partnershipforreading/publications/reading_first2.html
National Institute of Child Health and Human Development. (December, 2000). Report of the National Reading Panel. 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. (NIH Publication No. 00-4754). Washington, D.C.: U.S. Government Printing Office.
- WinXP or later
- 1024 x 768 Screen Resolution
- OSX 10.2.6 to 10.6
(Not compatible with Lion, OSX 10.7)
- 1024 x 768 Screen Resolution