Ebook Phonemic Awareness in Young Children: A Classroom Curriculum
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Phonemic Awareness in Young Children: A Classroom Curriculum
Ebook Phonemic Awareness in Young Children: A Classroom Curriculum
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Review
"The directions are easy to understand and the lessons follow a developmental sequence beginning with the easiest and most basic activities. . . . This book could be used with any reading program. . . . The games are user-friendly and do not require a large amount of preparation time. . . . Excellent resource book."
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About the Author
Marilyn Jager Adams, Ph.D., is a cognitive and developmental psychologist who has devoted her career to research and applied work in the area of cognition and education. Dr. Adams' scholarly contributions include the book Beginning to Read: Thinking and Learning About Print (MIT Press, 1994). Among honors, she has received the American Educational Research Association's Sylvia Scribner Award and The International Dyslexia Association's Samuel Torrey Orton Award.Dr. Adams chaired the planning committee for the National Academy of Sciences (1998) report Preventing Reading Difficulties in Young Children and has served since 1992 on the planning or steering committees for the National Assessment of Educational Progress (NAEP) in reading. She also developed a vocabulary assessment for the 2014 National Assessment of Adult Literacy (NAAL) and was on the development team for the Common Core State Standards for English Language Arts and Literacy.Dr. Adams has authored a number of empirically validated classroom resources, including Odyssey: A Curriculum for Thinking (Charlesbridge Publishing, 1986), which was originally developed for barrio students in Venezuela; Phonemic Awareness in Young Children: A Classroom Curriculum (Paul H. Brookes Publishing Co., 1998) on language and literacy basics for emergent readers and students with special needs; Open Court's 1995 edition of Collection for Young Scholars, a program for reading, writing, and literacy development for elementary school students; and Scholastic's System 44 (2009) and iRead (2013), technology-based programs for building literacy foundations. She has also served on the advisory board for several of the Public Broadcasting System's educational programs including Sesame Street and Between the Lions, for which she was Senior Literacy Advisor.Dr. Adams spent most of her career with the think tank Bolt Beranek & Newman (BBN Technologies-"Where Wizards Stay up Late") in Cambridge, Massachusetts. From 2000 to 2007, she was Chief Scientist at Soliloquy Learning, which she cofounded with the goal of harnessing automatic speech recognition for helping students learn to read and read to learn. She is currently a visiting scholar in the Cognitive, Linguistic, and Psychological Sciences Department at Brown University. She has two children: John, who is working toward a Ph.D. in social psychology, and Jocie, who is striving to be a musician. Her husband, Milton, is a rocket scientist at Massachusetts Institute of Technology's Charles Stark Draper Labs. Barbara R. Foorman, Ph.D., earned her doctorate at the University of California-Berkeley. She is Professor of Pediatrics and Director of the Center for Academic and Reading Skills at the University of Texas-Houston Medical School and Principal Investigator of the grant funded by the National Institute of Child Health and Human Development (NICHD), Early Interventions for Children with Reading Problems. In addition to many chapters and journal articles on topics related to language and reading development, she is the editor of Reading Acquisition: Cultural Constraints and Cognitive Universals (Lawrence Erlbaum Associates, 1986). She is on the editorial board of Journal of Learning Disabilities and has guest edited special issues of Scientific Studies of Reading, Linguistics and Education and Journal of Learning Disabilities. Dr. Foorman has been actively involved in outreach to the schools and to the general public, having chaired Houston Independent School District's Committee on a Balanced Approach to Reading and having testified before the California and Texas legislatures and the Texas Board of Education Long-Range Planning Committee. Dr. Foorman is also a member of the National Academy of Sciences' Committee on the Prevention of Reading Difficulties in Young Children, the board of the Society for the Scientific Study of Reading, the Consortium on Reading Excellence (CORE), and several local reading efforts. Ingvar Lundberg, Ph.D., was first trained as a school teacher and served in inner-city schools in Stockholm, Sweden. Later, he entered an academic career and became Professor of Developmental Psychology at the University of Ume. He has published a dozen books, primarily in Scandinavian languages and a large number of scientific articles, particularly in the field of reading and language development. He served on the steering committee of the largest survey of reading achievement in the world, including more than 30 countries. He is a fellow of several academies and learned societies and serves on the editorial board of a number of scientific journals. He is currently affiliated with the Department of Psychology at Göteborg, Sweden, where he directs a research program on communication disabilities. Terri Beeler, Ed.D., has more than 20 years of experience in education, in both teaching and administration. Dr. Beeler is Assistant Professor in the Department of Urban Education at the University of Houston's downtown campus. Within the responsibilities of that position, she is one of the coordinators of a totally field-based teacher education program, which allows her to work with both preservice and in-service teachers and also continue to be in classrooms with children. In addition, she does a great deal of staff development and consultant work in the area of early literacy development, specifically phonemic awareness and guided reading. She is also a co-editor of the State of Reading, the journal of the Texas State Reading Association, and author of I Can Read, I can Write: Creating a Print-Rich Environment (Creative Teaching Press, 1993).
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Product details
Spiral-bound: 208 pages
Publisher: Brookes Publishing; 13th (thirteenth) printing edition (October 1, 1997)
Language: English
ISBN-10: 9781557663214
ISBN-13: 978-1557663214
ASIN: 1557663211
Product Dimensions:
8.6 x 0.6 x 10.8 inches
Shipping Weight: 1 pounds (View shipping rates and policies)
Average Customer Review:
4.5 out of 5 stars
52 customer reviews
Amazon Best Sellers Rank:
#51,284 in Books (See Top 100 in Books)
I used this book at the beginning of the school year with my pre-k kids and they really got a great understanding of the fundamentals of reading. Now, at the end of the year I have 85% of the class able to sound out simple CVC words. This book was such a great tool in implementing those fundamental skills. I will use this every year starting at the beginning of the year. For some it was review, which was great and others really benefited from the activities and the order in which the activities and lessons occurred.
Very good book for explaining how to prevent reading failure starting in preschool with clear cut, step by step games that teach children 3-5 how to manipulate spoken sounds to prepare them for reading. Excellent. A MUST READ for anyone teaching at the preschool-kindergarten level!!!
I heard about this book at a literacy conference I attended. It is hard to find at a reasonable price.I have been very impressed so far. It has a lot of great ideas I am using in my classroom with all of my kindergarteners with options for more intensive interventions. I highly recommend this book.
This is the best curriculum I've seen in terms of scope, sequence, thoroughness, clarity and ease of use. The authors are all renowned experts in early literacy. Its big drawback is the time it takes to find appropriate, phonemically accurate pictures to use in the last third of the book. We teachers were thrilled to find that the Georgia Preschool Association has developed a CD of over 200 phonemically correct pictures to print out specifically to use with the curriculum. This curriculum is excellent! Children enjoy the activities while gaining a solid foundation for learning to read.
Great for homeschooling
Great to be able to find what we needed at our school
If you teach PreK, kindergarten, and 1st grade, you need this book if you truly want to increase your students phonological awareness (hearing sounds without seeing letters), this has some very helpful activities that don't require a lot of preparation. I used the book as a resource, not one that I did every activity which is a bonus, as you have many activities to choose from. I had to purchase the book twice because it "disappeared" from my bookshelf. So, I would strongly recommend this resource.
Just what I need for my class of special needs children. Just as described in post
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