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Phonemic Awareness in Young Children: A Classroom Curriculum
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About Phonemic Awareness In Young Children: A Classroom
Product Description One of the most popular programs available — more than 250,000 copies sold Easy and fun activities that take only 15-20 minutes a day Includes a flexible assessment test that allows group screening Meets new federal requirements for scientifically based reading research Developed by leading experts in reading instruction Phonemic Awareness in Young Children complements any prereading program. From simple listening games to more advanced exercises in rhyming, alliteration, and segmentation, this best-selling curriculum helps boost young learners' preliteracy skills in just 15-20 minutes a day. Specifically targeting phonemic awareness — now known to be an important step to a child's early reading acquisition — this research-based program helps young children learn to distinguish individual sounds that make up words and affect their meanings. With a developmental sequence of activities that follows a school year calendar, teachers can chose from a range of activities for their preschool, kindergarten, and first-grade classrooms. Plus, the curriculum includes an easy-to-use assessment test for screening up to 15 children at a time. This assessment not only helps to objectively estimate the general skill level of the class and identify children who may need additional testing but may also be repeated every 1-2 months to monitor progress. All children benefit because the curriculum accommodates individualized learning and teaching styles. Here is everything a teacher needs: Teaching objectives Lesson plans and sample scripts Activity adaptations Troubleshooting guidelines Suggested kindergarten and first-grade schedules Informal, group screening A featured book in our 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." 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 & Newma
