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Road to the Code: A Phonological Awareness Program for Young Children
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About Road To The Code: A Phonological Awareness Program
Product Description For helping kindergartners and first graders who are having difficulty on their early literacy skills, Road to the Code is a successful, 11-week program for teaching phonemic awareness and letter sound correspondence. Developmentally sequenced, each of the 44 15- to 20-minute lessons features three activities — Say-It-and-Move-It, Letter Name and Sound Instruction, and Phonological Awareness Practice — that give students repeated opportunities to practice and enhance their beginning reading and spelling abilities. Road to the Code is backed by more than 10 years of study in kindergarten and first-grade classrooms. Detailed scripted instructions and reproducible materials — such as Alphabet Picture and Sound Bingo cards — make this program easy for teachers to use. Teachers have the flexibility to work with students individually or in small groups and may adjust the amount of time it takes for a student to complete the program. With these proven phonological awareness activities, educators can confidently intervene before children have a chance to fail. Review DO NOT PUT IN PRINT I apologize for not getting back to you before Aug 19, but I'm not so interested in having my endorsement in print. I do want you to know, however, that I found the Road to the Code program extremely effective for a VERY language disabled but bright student. The amount of structured repetition and review were better than any other materials I have used, and they have allowed him to begin to read. I was only sorry that the program did not continue with more letters. I used the model of the program to extend it and created the lessons and materials myself for those letters. -- Joan Waldman About the Author Darlene M. Tangel, Ph.D., is Adjunct Assistant Professor in the Reading and Language Arts Department at Syracuse University. She has taught graduate courses in learning disabilities and in language disorders at Syracuse University and has been a reading specialist in the Oriskany Public Schools for more than 20 years, where she also serves as the Chair of Special Education and the Chair of Preschool Special Education. Her research interests include early reading acquisition and invented spelling, alternative reading curricula for children at risk for reading failure, and adult literacy. She has developed training materials for the American Federation of Teachers and has extensive experience conducting teacher training workshops. The focus of these workshops is translating research into practical application for classroom use. Her most recent publications have appeared in the Journal of Reading Behavior and Reading and Writing: An Interdisciplinary Journal. Drs. Tangel and Blachman were awarded the Dina Feitelson Research Award by the International Reading Association for their research on invented spelling. Benita A. Blachman, Ph.D., is a professor in the Reading and Language Arts Department and Coordinator of the Graduate Program in Learning Disabilities in the School of Education at Syracuse University. She also holds a courtesy appointment in the Communication Sciences and Disorders Department. She has a doctoral degree in educational psychology from the University of Connecticut and is a former special education teacher, reading specialist, and learning disabilities consultant. She has published extensively in the area of early literacy, focusing her research on early intervention to prevent reading failure and on the factors that predict reading achievement. Dr. Blachman is currently directing a project at Syracuse University (in collaboration with researchers at Yale Medical School and the University of Texas-Houston Health Science Center) funded by the National Institute of Child Health and Human Development to investigate the influence of intensive reading intervention on patterns of brain activation in young children. Dr. Blachman has served on the professional advisory boards of the National Center for Le
