Instill a love of sound play and enthusiasm for early reading with Mary Mouse, who cooks and entertains, loves shoes, and drives a convertible!
- Develop phonological awareness and the love of reading
- Enhance language and articulatory development
- rhyming and alliteration skills
- speech sound awareness through auditory bombardment
Two fun story-related extension activities and games are great for therapy or take-home supplements to promote carryover in:
- phonological awareness
- language enrichment
You may purchase Mary Mouse individually or as part of the 8-book Early Phonological Awareness Stories set.
Copyright © 2009
I use the Early Phonological Awareness Stories in class lessons for grades K and 1. The characters are easy to relate to and my students love hearing about their adventures. The rhyming and alliteration lessons are great supplements to class curriculum. The teachers are excited to have follow-up stories and activities to do in their classroom centers. Great job!
Julie Rakowitz, SLP
- Numerous studies have shown that children who demonstrate phonological awareness are more successful in learning to read than those children who lack such understanding (Wagner & Torgesen, 1987).
- The relationship between phonological awareness and reading acquisition has led to studies examining the effectiveness of training phonological awareness in at-risk children. Research has demonstrated that training can result in significant improvement of phonological awareness (Ball & Blachman, 1991; van Kleeck, Gillam, & McFadden, 1998).
- Catts (1991) has encouraged phonological awareness training and has suggested the use of stories containing rhyming, alliterative, or nonsense sound sequences with children at the preschool or kindergarten level as a way of drawing attention to the sound structure of speech.
Early Phonological Awareness Stories Mary Mouse incorporates these principles and is also based on expert professional practice.
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.
Catts, H. (1991). Facilitating phonological awareness: Role of speech-language pathologists. Language, Speech, and Hearing Services in Schools, 22, 196-203.
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.
Wagner, R., & Torgesen, J. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.