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Author:   Christine E. McCormick (Eastern Illinois University, United States) ,  Rebecca N. Throneburg (Eastern Illinois University, United States) ,  Jean M. Smitley (Eastern Illinois University, United States)
Publisher:   Guilford Publications
Imprint:   Guilford Publications
Dimensions:   Width: 21.00cm , Height: 2.10cm , Length: 28.00cm
Weight:   0.804kg
ISBN:  

9781572307612

ISBN 10:   1572307617
Pages:   297
Publication Date:   25 July 2002
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Postgraduate, Research & Scholarly
Format:   Paperback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

1. Phonemic Awareness: An Introduction -- Phonemic Awareness and Learning to Read -- Instruction in Phonemic Awareness -- Assessment of Phonemic Awareness -- General Instructional Issues -- The Lessons in This Book -- References 2. Introduction to the Whole-Class and Small-Group Lessons -- General Guidelines -- Sequence of Skills -- Plan of the Lessons -- Data on Effectiveness -- Assessment -- References -- Phonemic Awareness Assessment 3. The Whole-Class and Small-Group Lessons -- Lesson 1: Concept of Words -- Lesson 2: Rhyme Recognition and Discrimination -- Lesson 3: Rhyme Choice -- Lesson 4: Rhyme Production -- Lesson 5: Syllable Counting -- Lesson 6: Syllable Blending -- Lesson 7: Syllable Deletion Lesson 8: Onset-Rime Blending Lesson 9: Onset-Rime Blending Lesson 10: Review of Rhyming and of Syllable and Onset-Rime Blending Lesson 11: Initial Phoneme Identification Lesson 12: Initial Phoneme Production Lesson 13: Final Phoneme Identification Lesson 14: Final Phoneme Production Lesson 15: Medial Phoneme Isolation Lesson 16: Phoneme Counting Lesson 17: Blending Two- and Three-Phoneme Words Lesson 18: Phoneme Blending Lesson 19: Phoneme Segmentation Lesson 20: Review of Initial, Medial, and Final Sounds and of Phoneme Counting, Blending, and Segmenting 4. Individualized Instruction in Phonemic Awareness The Individualized Lessons Assessment for the Individualized Lessons Effectiveness of the Lessons Getting Started References Assessment for Individualized Lessons Progress Chart 5. The Individualized Lessons Lesson 1: Beginning Sounds /m/ and /s/ Lesson 2: Beginning Sounds /f/ and /n/ Lesson 3: Beginning Sounds /p/ and /t/ Lesson 4: Review of Beginning Sounds Lesson 5: Letters m and s for Beginning Sounds Lesson 6: Letters f and n for Beginning Sounds Lesson 7: Letters p and t for Beginning Sounds Lesson 8: Letters m, s, and t for Beginning Sounds Lesson 9: Letters n, p, and t for Beginning Sounds Lesson 10: Review of Letters for Beginning Sounds Lesson 11: Letters for n, p, t Lesson 12: Ending Sounds /n/, /p/, /t/ Lesson 13: Ending Sounds /n/, /p/, /t/ Lesson 14: Beginning Letters m, s, f and Ending Letters n, p, t Lesson 15: Beginning letters n, p, t and Ending Letters n, p, tLesson 16: Letters for Beginning and Ending Sounds Posttest and Take-Home Tiny Books 6. Phoneme Characteristics and Lessons Importance of Understanding Phoneme Production Phonemes in Words Similarities between Phonemes Description of Phoneme Production References Lessons for Specific Phonemes Phoneme /b/ (letter b) Phoneme /k/ (letters c, k) Phoneme /d/ (letter d) Phoneme /f/ (letter f) Phoneme /g/ (letter g) Phoneme /h/ (letter h) Phoneme /?/ (letter j) Phoneme /l/ (letter l) Phoneme /m/ (letter m) Phoneme /n/ (letter n) Phoneme /p/ (letter p) Phoneme /r/ (letter r) Phoneme /s/ (letter s) Phoneme /t/ (letter t) Phoneme /v/ (letter v) Phoneme /w/ (letter w) Phoneme /j/ (letter y) Phoneme /z/ (letter z) Phoneme / / (digraph sh) Phoneme / / (digraph ch) Phoneme / /('sing') (digraph ng) Phonemes / ('thumb') /ð/ ('those') (digraph th) Appendix: Books, Materials, and Alternative Books for Each Class Lesson Index

Reviews

A particular strength of this well-organized book is the inclusion of materials for both whole-class and individual lessons. This makes it an ideal resource for speech-language pathologists (SLPs) and other special service providers working with general education teachers to provide early literacy instruction and intervention for typically developing children as well as those with language and literacy learning risks. Ideally, the shared use of this book will give teachers, graduate students, and SLPs a common way of talking about language and its sounds that they can embed in other reading and writing instruction within the general education curriculum. --Nickola Wolf Nelson, PhD, CCC-SLP, Department of Speech Pathology and Audiology, Western Michigan University The National Reading Panel, of which I am a member, strongly recommends phonemic awareness training as part of early instruction in reading. A Sound Start contains many excellent and useful ideas for those who want to start students on the road to high achievement in reading. This text should be of great value to teachers, teacher educators, and others concerned with the science of sound reading instruction. --S. Jay Samuels, EdD, Department of Educational Psychology, University of Minnesota, Twin Cities Campus Finally, completely scripted classroom lessons for helping children develop the phonemic awareness skills essential for successful reading acquisition! Empirically based and field-tested for effectiveness and usability, the lessons include step-by-step directions and all materials necessary for implementation, including pre- and posttests and reproducible student forms. Unique to this book is the provision of three types of lessons: whole-class/small-group phonemic awareness skills lessons, individualized lessons for children needing extra assistance, and whole-class lessons focusing on the acoustic features and production of phonemes to reinforce learning. Teachers, tutors, and reading specialists alike will find this book a wonderful resource. --Natalie Rathvon, PhD, Early Reading Initiative project director, Archdiocese of Washington Schools, Washington, DC Many want to develop phonemic awareness competencies in children but do not know where to start. This book provides systematic and sound guidance to teachers of beginning readers. The lessons it contains also provide a great start on phonics, developing deep understanding of letter-sound associations and phonemic blending as part of word recognition and production. --Michael Pressley, PhD, Michigan State University

A particular strength of this well-organized book is the inclusion of materials for both whole-class and individual lessons. This makes it an ideal resource for speech-language pathologists (SLPs) and other special service providers working with general education teachers to provide early literacy instruction and intervention for typically developing children as well as those with language and literacy learning risks. Ideally, the shared use of this book will give teachers, graduate students, and SLPs a common way of talking about language and its sounds that they can embed in other reading and writing instruction within the general education curriculum. --Nickola Wolf Nelson, PhD, CCC-SLP, Department of Speech Pathology and Audiology, Western Michigan University The National Reading Panel, of which I am a member, strongly recommends phonemic awareness training as part of early instruction in reading. A Sound Start contains many excellent and useful ideas for those who want to start students on the road to high achievement in reading. This text should be of great value to teachers, teacher educators, and others concerned with the science of sound reading instruction. --S. Jay Samuels, EdD, Department of Educational Psychology, University of Minnesota, Twin Cities Campus Finally, completely scripted classroom lessons for helping children develop the phonemic awareness skills essential for successful reading acquisition! Empirically based and field-tested for effectiveness and usability, the lessons include step-by-step directions and all materials necessary for implementation, including pre- and posttests and reproducible student forms. Unique to this book is the provision of three types of lessons: whole-class/small-group phonemic awareness skills lessons, individualized lessons for children needing extra assistance, and whole-class lessons focusing on the acoustic features and production of phonemes to reinforce learning. Teachers, tutors, and reading specialists alike will find this book a wonderful resource. --Natalie Rathvon, PhD, Early Reading Initiative project director, Archdiocese of Washington Schools, Washington, DC Many want to develop phonemic awareness competencies in children but do not know where to start. This book provides systematic and sound guidance to teachers of beginning readers. The lessons it contains also provide a great start on phonics, developing deep understanding of letter-sound associations and phonemic blending as part of word recognition and production. --Michael Pressley, PhD, Michigan State University

A particular strength of this well-organized book is the inclusion of materials for both whole-class and individual lessons. This makes it an ideal resource for speech-language pathologists (SLPs) and other special service providers working with general education teachers to provide early literacy instruction and intervention for typically developing children as well as those with language and literacy learning risks. Ideally, the shared use of this book will give teachers, graduate students, and SLPs a common way of talking about language and its sounds that they can embed in other reading and writing instruction within the general education curriculum. --Nickola Wolf Nelson, PhD, CCC-SLP, Department of Speech Pathology and Audiology, Western Michigan University <br> The National Reading Panel, of which I am a member, strongly recommends phonemic awareness training as part of early instruction in reading. A Sound Start contains many excellent and useful ideas for those who want to start students on the road to high achievement in reading. This text should be of great value to teachers, teacher educators, and others concerned with the science of sound reading instruction. --S. Jay Samuels, EdD, Department of Educational Psychology, University of Minnesota, Twin Cities Campus <br> Finally, completely scripted classroom lessons for helping children develop the phonemic awareness skills essential for successful reading acquisition! Empirically based and field-tested for effectiveness and usability, the lessons include step-by-step directions and all materials necessary for implementation, including pre- and posttests and reproducible student forms. Unique to this book is the provision ofthree types of lessons: whole-class/small-group phonemic awareness skills lessons, individualized lessons for children needing extra assistance, and whole-class lessons focusing on the acoustic features and production of phonemes to reinforce learning. Teachers, tutors, and reading specialists alike will find this book a wonderful resource. --Natalie Rathvon, PhD, Early Reading Initiative project director, Archdiocese of Washington Schools, Washington, DC <br> Many want to develop phonemic awareness competencies in children but do not know where to start. This book provides systematic and sound guidance to teachers of beginning readers. The lessons it contains also provide a great start on phonics, developing deep understanding of letter-sound associations and phonemic blending as part of word recognition and production. --Michael Pressley, PhD, Michigan State University<br>

Author Information

Christine E. McCormick, PhD, is Professor of Psychology at Eastern Illinois University in Charleston, Illinois, where she teaches courses in developmental psychology, early childhood assessment, and early reading. She has a doctoral degree in educational psychology from the University of Minnesota and is a former Montessori teacher and school psychologist. Widely published, she brings to this book over 25 years of experience in developing early reading materials for young children. Rebecca N. Throneburg, PhD, is Associate Professor of Communication Disorders and Sciences Department at Eastern Illinois University, where she teaches courses in normal language development, phonological awareness, and language and literacy. Her doctoral degree in speech-language pathology is from the University of Illinois. She conducts research in the school setting regarding service delivery and collaboration among professionals. Jean M. Smitley, MS, is Associate Professor of Communication Disorders and Sciences Department at Eastern Illinois University, where she teaches a course in phonetics and phonological development. She has also collaborated with kindergarten teachers to provide phonological awareness training to kindergartners. Her master's degree is from Eastern Illinois University, and she has focused on reading development and disabilities in her postgraduate course work.

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