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

Marilyn Adams Ph.D. (Author), Barbara Foorman Ph.D. M.A.T (Author), Ingvar Lundberg Ph.D. (Author), Terri Beeler Ed.D. (Author)

Book Description

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

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

"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." (Utah State Textbook Commission Evaluation 2006-04-27)

Listed as resource Resources: Examples of Phonological Awareness Programs Using Effective Scaffolding (Teaching Exceptional Children 2001-01-01)

The literacy topic is very important. The book (Phonemic Awareness in Young Children) looks like it has some very useable and fun activities. The speaker was clearly very well informed and up-to-date. She had a pleasant style and demeanor. (Linda Kennedy Rondo Early Childhood Special Education, St. Paul Public Schools 2001-01-01)

interesting, great examples, informative (Anonymous 2001-01-01)

liked the classroom boxes-great idea! (Anonymous 2001-01-01)

Excellent information and materials. I have used some of the Listening Activities in my classroom. The students were very interested. (Anonymous 2001-01-01)

speaker very knowledgeable (Anonymous 2001-01-01)

excellent tool (Anonymous 2001-01-01)

The activities at the end were fun. (Anonymous 2001-01-01)

"This is the curriculum in phonemic awareness that many teachers have been waiting for." (Joseph K. Torgesen, Ph.D. 1997-10-01)

"This curriculum is an example of what we desperately need more of: research-based theory translated into field-tested materials that teachers can confidently and successfully use in the classroom." (American Educator 1997-10-01)

"[The] activities reinforce the phonological awareness skills that are crucial for young children to develop the foundation required for becoming a successful reader." (Cena Holifield, M.Ed., CALT Academic Language Therapist, Hattiesburg, Mississippi 2008-07-21)

"Very user friendly. The activities serve as a bridge between enjoyment and needed fluency development of the basic phonemes. I recommend this text." (Charles C. Wills, M.S. Ed., BCBA Behavioral Associates of Runnemede 2008-07-23)

"Highly recommended." (Wisconsin Bookwatch 1998-03-01)

listed in DISKoveries (Closing the Gap 1998-07-01)

"This book is ideal for schools who have a pre-prep grade or who have an intervention program for prep children at risk or a number of ESL students Strongly recommended." (Australian Journal of Learning DIsabilities 2000-12-01)

"Useful for students who are developing normally and who can acquire the targeted skills through exposure." (Journal of Speech-Language Pathology and Audiologyvolume 22, no 4, dec 1998 1998-12-01)

About the Author

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).

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.

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's 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.

See all Editorial Reviews

Product Details

• Spiral-bound: 208 pages
• Publisher: Brookes Publishing; 13th printing edition (October 1997)
• Language: English
• ISBN-10: 1557663211
• ISBN-13: 978-1557663214
• Product Dimensions: 8.2 x 0.5 x 9.1 inches
• Shipping Weight: 1 pounds (View shipping rates and policies)
• Average Customer Review: 4.5 out of 5 stars  See all reviews (21 customer reviews)
• Amazon Best Sellers Rank: #35,713 in Books (See Top 100 in Books)
  • #10 in Books > Education & Reference > Words, Language & Grammar > Phonetics & Phonics
  • #11 in Books > Medical Books > Allied Health Professions > Audiology & Speech Pathology
  • #84 in Books > Education & Reference > Schools & Teaching > Early Childhood Education

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

Format: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!

77 of 77 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

Format: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!

41 of 42 people found the following review helpful

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

By amazon addict

Format: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.

28 of 29 people found the following review helpful

5.0 out of 5 stars No Regrets Here!! This is the BEST book EVER!! January 17, 2003

By "red7230"

Format:Spiral-bound

I am a new teacher and I am trying to build up a library of resources. I bought this book hoping it would be helpful. I am so glad I purchased it. The activities are simple and concise, but they were developed with the children in mind. They will enrich your higher kids and strengthen your lower readers. Great for Kindergarten to intro basic phonics, super for first grade!! They will be fun to use in the classroom. The book is also FULL of information about phonics and linguistics. Do not hesitate purchasing this book.

9 of 9 people found the following review helpful

5.0 out of 5 stars You can't do Better September 9, 2012

By GeorgiaTeacher

Format:Spiral-bound|Amazon Verified Purchase

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.

8 of 8 people found the following review helpful

5.0 out of 5 stars From a 32 year veteran teacher. August 29, 2006

By G. M. Green

Format:Spiral-bound

This is a great book to use with prek students as well as kindergarten and first graders. The lesson plans are there to use as is or to be modified to fit the needs of your students.

8 of 9 people found the following review helpful

5.0 out of 5 stars Woderful! March 7, 2006

By L. Gomez

Format:Spiral-bound|Amazon Verified Purchase

I have found this book wonderful. It brings us tools to teach phonemic awareness to children that are struggling readers. It has a lot of activities they like and step by step are taking them to the beautiful world readers have.

This book is a must for every teacher!

4 of 4 people found the following review helpful

5.0 out of 5 stars Ready to use lessons May 26, 2009

By Speech Path from Grand Rapids

Format:Spiral-bound

The lesson plans are all right there to get started teaching phonemic awareness in a classroom or small group. Sections are divided up into specific skills. The research included in the book makes it easy to explain to parents why these are improtant skills to teach. Includes a material list and assessments as well. A "must have" for pre-kindergarten through first grade teachers.