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A Sound Start: Phonemic Awareness Lessons for Reading Success Paperback

ISBN-13: 978-1572307612 ISBN-10: 1572307617 Edition: 1st

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Editorial Reviews

Review

"A particular strength of this well-organized book is the inclusion of materials for both whole-class and individual lessons. This makes it an ideal resource for speech-language pathologists (SLPs) and other special service providers working with general education teachers to provide early literacy instruction and intervention for typically developing children as well as those with language and literacy learning risks. Ideally, the shared use of this book will give teachers, graduate students, and SLPs a common way of talking about language and its sounds that they can embed in other reading and writing instruction within the general education curriculum."--Nickola Wolf Nelson, PhD, CCC-SLP, Department of Speech Pathology and Audiology, Western Michigan University

"The National Reading Panel, of which I am a member, strongly recommends phonemic awareness training as part of early instruction in reading. A Sound Start contains many excellent and useful ideas for those who want to start students on the road to high achievement in reading. This text should be of great value to teachers, teacher educators, and others concerned with the science of sound reading instruction."--S. Jay Samuels, EdD, Department of Educational Psychology, University of Minnesota, Twin Cities Campus

"Finally, completely scripted classroom lessons for helping children develop the phonemic awareness skills essential for successful reading acquisition! Empirically based and field-tested for effectiveness and usability, the lessons include step-by-step directions and all materials necessary for implementation, including pre- and posttests and reproducible student forms. Unique to this book is the provision of three types of lessons: whole-class/small-group phonemic awareness skills lessons, individualized lessons for children needing extra assistance, and whole-class lessons focusing on the acoustic features and production of phonemes to reinforce learning. Teachers, tutors, and reading specialists alike will find this book a wonderful resource."--Natalie Rathvon, PhD, Early Reading Initiative project director, Archdiocese of Washington Schools, Washington, DC

"Many want to develop phonemic awareness competencies in children but do not know where to start. This book provides systematic and sound guidance to teachers of beginning readers. The lessons it contains also provide a great start on phonics, developing deep understanding of letter-sound associations and phonemic blending as part of word recognition and production."--Michael Pressley, PhD, Michigan State University

About the Author

Christine E. McCormick, PhD, is Professor of Psychology at Eastern Illinois University in Charleston, Illinois, where she teaches courses in developmental psychology, early childhood assessment, and early reading. She has a doctoral degree in educational psychology from the University of Minnesota and is a former Montessori teacher and school psychologist. Widely published, she brings to this book over 25 years of experience in developing early reading materials for young children.

Rebecca N. Throneburg, PhD, is Associate Professor of Communication Disorders and Sciences Department at Eastern Illinois University, where she teaches courses in normal language development, phonological awareness, and language and literacy. Her doctoral
degree in speech-language pathology is from the University of Illinois. She conducts research in the school setting regarding service delivery and collaboration among professionals.

Jean M. Smitley, MS, is Associate Professor of Communication Disorders and Sciences Department at Eastern Illinois University, where she teaches a course in phonetics and phonological development. She has also collaborated with kindergarten teachers to provide phonological awareness training to kindergartners. Her master's degree is from Eastern Illinois University, and she has focused on reading development and disabilities in her postgraduate course work.

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