Phonemic Awareness in Young Children: A Classroom Curriculum [Spiral-bound]

Marilyn Jager Adams (Author), Barbara R. Foorman (Author), Ingvar Lundberg (Author), Terri Beeler (Author)

Book Description

ISBN-10: 1557663211 | ISBN-13: 978-1557663214 | Publication Date: October 1997

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.

Editorial Reviews

Review

This curriculum is an example of what we desperately need more of: research-based theory in the classroom. -- American Educator

This is the curriculum in phonemic awareness that many teachers have been waiting for. -- Joseph K. Torgesen, Ph.D.

Use of this program in kindergarten classrooms could result in the identification of children at risk... -- Revue D'Orthophonie et D'Audiologie

About the Author

Marilyn Jager Adams, Ph.D., a visiting scholar at the Harvard University Graduate School of Education, received her Ph.D. in cognitive and developmental psychology from Brown University in 1975 and has been working on issues of education and cognition ever since. In 1995, she was presented with the American Educational Research Association's (AERA) Sylvia Scribner Award for Outstanding Contribution to Education through Research.

In addition to a number of chapter and journal articles, Dr. Adams is the author of the landmark synthesis of research on reading and its acquisition, Beginning to Read: Thinking and Learning About Print (MIT Press, 1990). She is also the principal author of several classroom resources, including the kindergarten and primary levels of Collections for Young Scholars (SRA/McGraw-Hill, 1995) and Odyssey: A Curriculum for Thinking (Charlesbridge, 1986), and experimentally validated program on thinking skills that was originally developed for Venezuelan barrio students.

Dr. Adams was Vice President (1995-1997) of AERA and a member of the Study Committee for the National Academy of Sciences' Committee on the Prevention of Reading Difficulties in Young Children, the College Boards' Advisory Committee for Research and Development, and the planning committee for the 1992 National Assessment of Educational Progress in Reading. She is a member of the national advisory boards for the Consortium on Reading Excellence (CORE), the Orton/International Dyslexia Society, the Society for the Scientific Study of Reading, and the Neuhaus Education Center. She is on the Literacy Advisory Board for Sesame Street and Between the Lions, a forthcoming television show on reading for 4- to 7-year-olds, and has also worked on early literacy products with a number of educational software groups including Apt Productions, Breakthrough, Cast, Disney Interactive, Microsoft, Sunburst/Software for Success, 7th Level, and The Waterford Institute.

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 State 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 articled, 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 Gteborg University, Gteborg, 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 Company (October 1997)
• Language: English
• ISBN-10: 1557663211
• ISBN-13: 978-1557663214
• Product Dimensions: 10.8 x 8.6 x 0.4 inches
• Shipping Weight: 1 pounds (View shipping rates and policies)
• Average Customer Review: 4.6 out of 5 stars  See all reviews (12 customer reviews)
• Amazon Best Sellers Rank: #38,006 in Books (See Top 100 in Books)
  • #42 in Books > Medical Books > Allied Health Professions > Audiology & Speech Pathology

Customer Reviews

Most Helpful Customer Reviews

105 of 106 people found the following review helpful:

5.0 out of 5 stars An excellent book for kindergarten teachers!, June 15, 1999

By A Customer

This review is from: Phonemic Awareness in Young Children: A Classroom Curriculum (Spiral-bound)

This book was recommended to me by my sister (also a k teacher), and I used these phonemic awareness activities during the last school year -- not only did the activities help my whole class overall, but they also helped me identify which kids were struggling and needed more help. And they were fun for the kids, too, which made teaching it so much easier. My school has been buzzing about phonemic awareness and phonological awareness for a couple of years now, but we haven't had a good way to actually teach it directly until we used these activities. I highly recommend this book!

76 of 76 people found the following review helpful:

5.0 out of 5 stars Everything the classroom teachers need to know and do!, October 16, 1998

By A Customer

This review is from: Phonemic Awareness in Young Children: A Classroom Curriculum (Spiral-bound)

Excellent source of developmentally appropriate activities to make phonemic awareness fun. It has activities laid out for each separate area. It should be in the hands of all preK, K and grade 1 teachers, reading teachers, and special educators at even higher levels. A treasure!

40 of 41 people found the following review helpful:

5.0 out of 5 stars A must have!!!, June 20, 2001

By 

amazon addict "teacher1996" (Ingleside, TX United States) - See all my reviews

This review is from: Phonemic Awareness in Young Children: A Classroom Curriculum (Spiral-bound)

If you are teaching kindergarten through second grade, you must have this and use it in your classroom. It has activities that covers every area of phonemic awareness. It gives you many activities for each section so your children will never get bored with your lessons. Uses all modalities. I can't say enough good things about this book.