These programs are commonly used with students identified as having reading disabilities. Many parents seek out such programs to use at home if they are concerned that their children are experiencing difficulty learning to read in school. There are literally hundreds of supplementary programs on the market, and new programs appear regularly.
These programs take many forms. Many appear in traditional print form that feature board and card games, flash cards, word lists, story books, and workbooks. Some combine traditional instructional materials with audiotapes, electronic games, videotapes, and computer discs.
Still other programs provide essentially all instruction by computer. This article is designed to be used to examine the content and instructional plans of phonics and word-recognition instruction to be used with children with reading disabilities. The purpose of the article, however, is not to explore the many meanings, interpretations, and merits of phonics and word-recognition instruction. Rather, the purpose of the article is to help those who intend to use commercially published programs of instruction to make good choices that will benefit both teachers and students with reading disabilities.
Such an examination can provide information about the content of a program's word-recognition instruction and its suitability for providing access to the general curriculum for students with reading disabilities. The main goal of such instruction is to help children figure out the alphabetic system of written English and become comfortable with that system as they become readers Lyon, The goal of phonics is not that children be able to state the "rules" governing letter-sound relationships.
Rather, the purpose is to get across the alphabetic principle, the principle that there are systematic relationships between letters and sounds. Phonics ought to be conceived as a technique for getting children off to a fast start in mapping the relationships between letters and sounds. It follows that phonics instruction should aim to teach only the most important and regular of letter-to-sound relationships, because this is the sort of instruction that will most directly lay bare the alphabetic principle.
Once the basic relationships have been taught, the best way to get children to refine and extend their knowledge of letter-sound correspondences is through repeated opportunities to read. Phonics then is the system of instruction used to teach children the connection between letters and sounds Snow et al. We do want to warn the reader, however, that this term is entirely abused and has many different meanings to different people.
A generally agreed on definition may not be possible. This means, to understand that in written English, words are composed of patterns of letters that represent the sounds of spoken English words. Some children seem to figure out the alphabetic principle almost effortlessly, with little or no instruction.
They also benefit from word -recognition instruction that offers practice with, for example, word families that share similar letter patterns. Additionally, children with reading disabilities benefit from opportunities to apply what they are learning to the reading and rereading of stories and other texts. Such texts contain a high proportion of words that reflect the letters, sounds, and spelling patterns the children are learning. To help children map the relations between letters and sounds, effective phonics and word-recognition strategy instruction should provide them with opportunities to become comfortable with a number of aspects of reading, including alphabetic knowledge, phonemic awareness, sound-symbol relations, word-identification strategies, spelling and writing connections, related reading practice, and reading fluency.
Each of these elements of phonics and word-recognition instruction is discussed in this section. Each discussion is followed by a set of guidelines for program evaluators to consider as they examine programs. We relied on the following sources for determining what is most important to phonics and word-recognition instruction:.
Children must become expert users of the letters they will see and use to write their own words and messages Lyon, Children's knowledge of letters is a strong predictor of their success in learning to read Adams, That is, children who begin first grade able to quickly and accurately identify, say, and write the letters of the alphabet have an advantage in learning to read. Children whose knowledge of letters is not well developed when they start school need a lot of sensibly organized practice that will help them learn how to identify, name, and write letters.
Toward that understanding, children learn to identify rhyming words and to create their own rhymes. They also learn that sentences are made up of separate words, words are composed of syllables, and words are made up of sounds that can be separated from each other and manipulated in other ways. Finally, they learn that sounds that are separated or segmented from words can be put back together again to form words.
Some children have a great deal of difficulty learning to separate, or segment, the sounds in spoken words, and to then reconstitute the sounds i. It is important to make some clear distinctions: Phonemes are the separable individual sounds in words. They are the smallest units of sound. The onset is the initial single phoneme or initial consonant cluster in a word and the rime is the remaining set of phonemes in a word. Rimes are larger than phonemes, but smaller than syllables. Most sequencing of phonemic awareness instruction begins with rhyming words and then moves to helping children learn how to divide or segment sentences into words, words into syllables, words into onset and rime, and finally, one-syllable words into phonemes.
Not all programs include the same content. For example, some programs introduce onsets and rimes before requiring students to identify and manipulate each of the separable sounds of one- syllable words. Some programs do not include onset and rime activities. In many programs, segmentation is introduced by having children identify and segment the initial sound of a one- syllable word. After practicing with initial sounds, the children then learn to identify and segment final sounds, and finally work with medial sounds. Still other programs have children learn to segment and then blend each individual sound of spoken one-syllable words.
Phonemic awareness activities usually involve oral tasks in the absence of print. In some programs, however, the instruction directs the children to use auditory clapping and visual cues Elkonin boxes, blocks to help them understand that the sounds in words can be separate entities. At the more advanced levels of instruction segmenting and blending , the relations of sounds to written letters often become part of the instructional sequence, so that the children hear and see the relations between sounds and letters.
Children's early reading development is dependent on their acquisition of the sound-letter relations that underlie written English. Many children with reading disabilities benefit from explicit and systematic teaching of these sound-letter relations; this is typically described as or labeled phonics.
Phonics instruction is usually categorized as explicit or implicit. In explicit phonics instruction, the sounds associated with the letters are identified in isolation and then blended together to form words. The teacher directly tells students the sound represented by an individual letter. In contrast, implicit phonics instruction includes helping students identify the sounds associated with individual letters in the context of whole words, rather than in isolation. Typically, students are asked to infer the sound of a letter from a word or set of words that contain that letter.
For example, in teaching the sound for m , the teacher is directed to:. Have the students say man and listen for the beginning sound. In implicit phonics, children are often encouraged to utilize context and picture cues to identify any unfamiliar words they encounter in text selections.
Most supplementary programs employ explicit instruction. There is no set rule about how quickly or how slowly to introduce sound-letter relations. Obviously, it is important to gauge the rate of introduction by the performance of the group of children with whom the program is being used. Furthermore, there is no agreed on order in which to introduce sound-letter relations.
The advice most often given is to avoid programs that teach all possible sound-letter relations before providing real reading practice. Rather, the sound-letter relations should be selected so that the children can read words as soon as possible. That is, the initial sound-letter relations presented in a program should have high utility. For example, m , a , t , and th are of high utility, whereas gh as in through , ey as in they , and a as in want are of less high utility. It should be noted that programs that present all of the consonants before any of the vowels are taught do not allow children to read words, even after they have learned several sound-letter relations.
An effective program may start with two or more single consonants and one or two short vowels. The children can read words that are spelled with these letters. Then, more single consonants and more short vowels are added, along with perhaps a long vowel. As each new sound-letter relation is introduced, the children read words spelled with those letters. For example, if the relationships for a , f , n , s , and t , are presented first, the children can work with the words fan , an , at , ant , fast , and fat among others. Then if the relations for m , th , c , and i are added, the children can work with such words as if , cat , sat , man , and that.
The children can create sentences such as, " A fast ant sat on a fat cat. Consonant blends or clusters e. Stop sounds at the beginning or middle of words may be harder for children to blend than are continuous sounds. Consonant blends or clusters may be harder for some children to learn than single consonants. For some children, being presented with consonant blends or clusters and individual sounds in the same lesson can lead to difficulty.
The number of possible variations is enormous. The point is that the order of introduction should be logical and consistent with the rate at which the children can learn. Furthermore, the sound-letter relations chosen should permit the children to work with words almost immediately. Children must learn to identify words quickly and effortlessly so that they can focus on the meaning of what they are reading Stanovich, As children learn to read more and more complex stories, effective word-identification strategies will permit them to figure out the pronunciations of words they have never seen before in print.
Students' semantic and syntactic knowledge, in turn, can help to confirm the accuracy of their attempts at word identification. It is important that children learn to use their sound and spelling knowledge as a primary strategy for word recognition Bay Area Reading Task Force, ; Beck, Children should also have opportunities to work with larger units e.
More advanced word- identification strategies focus on structural analysis - the identification of root words, prefixes, and suffixes - and on how to read multisyllabic words. Children need to recognize some common words before they have the sound-letter knowledge to sound them out e. Additionally, some words are "irregular," meaning they are difficult to read using a sounding out strategy. The program should introduce some irregular and other sight words in a reasonable sequence.
These words should be continuously reviewed in the lessons and in the written materials the children read. Presenting some words as sight words should not overshadow the importance of teaching children to learn how to use word-identification strategies to figure out words. Children with reading disabilities must have opportunities to write and relate their writing to spelling and reading. Initially, children's phonetic approximations of words or invented spellings should be encouraged to stimulate writing Ehri, ; Snow et al. As children learn to read and write words, they become aware of how these words are spelled.
Increasing children's awareness of spelling patterns hastens their progress in both reading and writing. In the first grade, spelling instruction can be coordinated with the program of reading instruction. As children progress, well-organized, systematic lessons in spelling are critical. Most children benefit from opportunities to practice accurate and fluent reading in stories. The term decodable text is used to describe stories and other materials that use the sound-letter relations the children are learning as well as a limited number of high-frequency sight words.
Decodable text may also contain a limited number of "special words" that make the text more interesting. Decodable stories can provide children with reading disabilities with the opportunity to practice what they are learning about letters and sounds. In addition to decodable books, many predictable and patterned books provide children with engaging language and print experiences. These books may be most beneficial when children are developing print awareness. Typically these books are not based on the sound-letter relations, spelling patterns, and sight words the children are learning.
For example:. Many children benefit from practice with stories that contain a high proportion of decodable or familiar words. For some children, this sort of systematic approach is critical. Stories should "fit" the child's reading level. As children with reading disabilities become more proficient, a wider range of books become readable to them. The decodability or predictability of the books is no longer a constraint. There is little research that directly address the level of decodability of texts that best facilitates children's reading fluency.
Different sources have recommended different levels of decodability. For example, Anderson et al. As children learn to read words, sentences, and stories fluently, accurately, and automatically, they no longer have to struggle to identify words and are free to pay closer attention to word meanings.
To become fluent and accurate readers, children with reading disabilities must read texts that are appropriate to their current level of reading ability. This can be ac complished by engaging students in activities in which they read and reread stories and informational texts Samuels, As previously mentioned, the point of reading instruction is not that children learn to say words, but rather that they understand the meanings of the words, sentences, stories, and other texts they read. Four aspects of beginning reading instruction contribute directly to all children's ability to understand what they read:.
A weak foundation in oral language may impede children's progress in reading Snow et al. To comprehend written language, children must have some familiarity with the vocabulary and sentence structures they encounter in their stories and school texts. Constructive oral language experiences in the classroom are important for all children, but they are especially so for children with reading disabilities and for those who have had fewer opportunities to develop the kind of language needed for reading.
For these reasons, kindergarten instruction needs to capitalize on every opportunity to engage children in thoughtful discussions, explanations, and demonstrations. Listening is another aspect of oral language development. Children need to listen carefully to follow directions.
Listening comprehension is an important contributor to reading comprehension Menyuk, Consequently, kindergarten instruction should provide opportunities for children to listen as well as to speak. These opportunities can come in giving and following directions, class discussions, storybook reading, and games.
Children's comprehension of written language depends in large part on their effective use and understanding of oral language Snow et al. Language experiences are a central component of good reading instruction. Children learn a great deal about the world, about themselves, and about each other from spoken language. Kindergarten and first-grade language instruction that focuses on listening, speaking, and understanding includes:. Children's appreciation and understanding of the purposes and functions of written language are essential to their motivation for learning to read Lyon, These experiences and what the adults around them say about the print can help children learn how print functions.
When children are read to regularly and when they play with letters and word games, they begin to learn how the system of print works. Specifically, they begin to understand that we read print from left to right, that we read from the top of the page to the bottom, that capital letters begin sentences, that periods end sentences, and more. Awareness of these concepts of print provides the backdrop against which reading and writing are acquired.
Reading and writing instruction that focuses on the use and appreciation of written language includes:. Good stories and informational books should be read aloud daily. What should be read? Obviously, read-aloud books must interest children, hold their attention, and expand their imagination. At the same time, children should hear books that stretch their knowledge of the world, expand their vocabulary, and provide them experiences with a variety of sentence patterns. The best read-aloud books are not the books with simple vocabulary and sentence structures that are written for children to read on their own, but rather books that are characterized by less common vocabulary, more complex sentences, and concepts that stretch children's knowledge of the world.
A program of reading aloud should include a variety of genres-narratives, nursery rhymes and other poems, and informational books. Each full-color workbook is filled with over pages of purposeful, playful word-building and blending practice activities that teach children how words are formed.
These workbooks offer more reading and writing practice not just circling answers than any other workbook series. Best of all, these practice activities culminate with a fiction or nonfiction story that rewards skill-building progress. Scholastic ReadingLine Kits offer step-by-step instruction for three literacy cornerstones: sounds and letters, vocabulary, and phonics. Playful text, stunning photographs, and beautiful illustrations foster an early love for reading while targeting specific literacy skills. Product ISBN:. This comprehensive phonics program focuses on the systematic process of alphabet recognition, phonemic awareness, and word decoding.
My First Bob Books is designed for children who are not quite ready for reading, helping to build important pre-reading skills such as phonemic awareness and shape recognition. Product ISBN: book cover. Sound-controlled readers that allow students to practice and reinforce their developing phonics skills. Children build fluency, experience early reading success, and increase their reading confidence. Supplements any comprehensive reading program.
Kindergarten to Lower Primary:. Easy-to-read and just-right informational books for teaching children the letters A to Z, available in favorite topics from apples to zebras. Inside this sturdy little box, find 26 photo-filled nonfiction titles that target and teach the shape and sound of the letters. A one-stop resource to teach children the ABCs so they can soar as readers. Inside the sturdy little box, find 24 photo-filled titles that target and teach short vowels, long vowels, blends, and more. Help children become an able, agile reader with this incredible value pack.
A fantastic 6-level series that combines structured phonic progression with vibrant illustrations and great stories, helping students progress towards independent reading. Each title contains a clear explanation of synthetic phonics, a pronunciation grid and tips on how to get the most out of these books. The 20 books in each of the 4 levels cover the full range of phonics skills — from short vowels Level A , to short vowels with blends and diagraphs Level B , to long vowels and dipthongs Level C , to complex vowels and multisyllabic words Level D.
These books provide highly-controlled phonics practice and offer a complete basic course in decoding. A comprehensive book to support phonics instruction in the classroom. Colorful illustrations and simple phonics concepts help young learners build a firm foundation in their understanding and use of sound-symbol relationships. A super set of read-aloud storybooks that teaches key phonics skills including short and long vowels, vowel pairs, blends, diagraphs, and more. Each engaging storybook features a phonics riddle and a motivating phonics cheer to reinforce learning.
Suitable for Kindergarten — Lower Primary. The bestselling Tales Series from Scholastic communicates essential English topics in an accessible and fun way. Use read-aloud stories and engaging activities to delve deeper into standard critical subject areas such as the alphabet, phonics, punctuation, vocabulary, and grammar. Lively titles in this set systematically teach the top sight words. Each book contains a read-aloud story that introduces four key words plus several engaging activities that reinforce the words.
Help children soar in reading with this set of 25 irresistible fun stories. Words are learned in context using playful easy-to-read stories. Includes a mini-workbook with tips, fun activities and write-and0learn pages to give kids practice writing the words. CD contains all 25 stories, each with 3 times of reading for a chance to practice the sight words.
See All. Contact Us. Not a member yet? Email Address Sorry, unrecognized username or password. Have you forgotten your password? Remember Me. Viv, The review box pictured in this blog post is sold as apart of our All About Reading Deluxe Interactive Kit and it can also be purchased by itself. However, if you are not using our programs, you can still purchase our Phonogram Cards separately.
We just started AAS Level today!! My kids got up like it was Christmas day, so excited to start the new spelling program! We love how easy it is to teach. Having watched his older brother do homeschool, he was already aware some letters make more than one sound and wanted to learn all of the sounds for each phonogram from the start. Because he was so young, it was difficult for him to remember which phonograms had multiple sounds and how many sounds it made but he was adamant about learning them all.
He was able to learn them with ease and excitement! The visual cue helped him bridge the gap. He still wants to get Ziggy out and use him in our lessons. Thank you for all of the effort, creativity, and support you provide all of us who are teaching our kids. It has made the monumental task of teaching my children to read into something I actually think is fun and I look forward to it each day. Sara, I love how you took the Pre-reading level and made it what your son needed.
It sounds like he is really doing well. Thank you so much for sharing this. This program has made teaching my children to read so fun and successful.
One of my biggest worries with homeschooling was teaching reading and spelling. This has been amazing! We are happy to have been able to help you teach your children! I cant wait to start this with my daughter I think she will really enjoy this method of learning! This approach seems to make sense.
Just started using AAS and my kids seem to like it. Thank you for creating a more interactive and fun way to teach spelling. Since your kids are finding AAS 1 easy, you may be able to use the tips in this article for fast tracking students through material they already have mastered.
So we are also using this to teach stretchy and bouncy sounds and so far it is working. Sharon, The bouncy versus stretchy sounds is an interesting way to put it. However, if you are an American, just be careful with these resources. It uses British pronunciation which differs from ours in subtle ways. It might confuse an American child. Some curriculums sell a reading program, spelling program and a phonics program seperately. They both teach phonograms which is the same thing as phonics and there is some overlap in AAS and AAR in that both have the yellow phonogram cards.
I do both programs with my kids every day, but only review the phonograms once. Phonics is an umbrella term that simply means any method of teaching reading and spelling that places emphasis on learning the sounds that letters represent. Not all phonics programs give equal importance to phonograms.
Phonograms are the written units that represent specific sounds. In English, a phonogram can be formed from 1, 2, 3, or even 4 letters ex. I wonder if these other programs are marketing their learn-to-read program as a phonics program and their literature program for older students as their reading program. I think I have seen it set up that way. Anyway, I hope this clears some terminology up for you. Please let me know if there are further things you have questions about. I love these cards!
Will be starting them in a couple of weeks with my two previously schooled boys. Just last night I was looking through the all about reading program that we purchased and am really looking forward to teaching and learning myself!
Phonogram Review Idea: My 8 year olds loves it when I make a long trail — like a life-size game of Candyland — with the review cards. I lay them on the ground, face up, in a winding path sometimes going over the sofa and out the door into the next room. If he makes a mistake, he has to go back to the beginning of the trail. At the end of the trail, of course, there is a snack for a prize! Usually we do this on Mondays when we review ALL the cards, even mastered ones. Thank you for these ideas and the blogspot. I have a 7 year old that really struggles with learning to read and I am always looking for ways to help him.
All About Reading and Spelling I just discovered recently so it is on our curriculum list to buy when the budget allows. With different kids at different reading levels, and some with learning issues, the cards make it possible to see the progress and not get any one stuck or too far ahead. English is our second language, but it is so important to get it right. Elize, We have had great reports from parents using our program to teach reading and spelling of English as a second language.
Our step-by-step process and teacher helps really make a lot of difference for student and teacher. Thanks for the helpful tips. I have both a gifted learner and a struggling learner and teaching phonograms has been essential to developing reading and spelling skills with them both. The English language is extremely complex, and with my gifted child it has been very helpful in advancing decoding skills with teaching what phonograms say. With my struggling learner, learning that letter combinations make different sounds than expected, has made reading so much easier to understand and this child is now almost at grade level for reading.
Marie, Thank you for sharing how learning phonograms has helped both your struggling and your advanced learners. I have a struggling reader. This post is so helpful! All about reading is making a huge difference with my older struggling reader. She finally feels successful. I hold them up like a hand of cards and let my daughter draw one to read. Thanks for sharing this idea, Kelly. This is such a great website! I was sold on the concept of teaching phonics but was sooo intimidated by the process until I found All About Learning Press! I agree that phonemic awareness is intimidating because teachers have never gone into such minute skills or what comes before phonics.
I find it hard to distinguish between teaching the 2 as the sounds seem the same when it comes to visually show it. What is the difference between phonogram and phonics and phonetic elements. I kind of think as phonemic the manipulation of sound not tied to writing of the sound. Please clarify. Phonemic awareness also called phonological awareness is the ability to manipulate sounds in a language without a visual representation so you are correct about that.
One of the simplest phonological awareness skills is the ability to detect of words rhyme. This article discusses other phonological awareness skills and how to develop them. Many children develop phonological awareness skills naturally in the preschool years, but some children must be taught them explicitly or they will struggle to learn to read. If a child cannot identify the individual sounds in language, he will struggle to blend the sounds from phonograms into a word he recognizes. Love my phonogram card holder.
I do not know the phonograms so we are learning them together. When we first started we took a card from the stack, clicked the letter on the CD and listened to the CD make the sound then he repeated it and I repeated it. We did this for about a month. We did all of them together everyday until all of them were mastered never focusing on the missed ones just constantly reviewing all of them. It was sooo much fun. He has a toy horn and would toot it every time I missed one or messed up sometimes I would miss them on purpose — wink, wink.
He has mastered them all and I still have trouble with the vowels. When we do the Sound cards. I say the sound and he clicks on the CD to hear the correct sound. Even though he has mastered the phonograms, we review them all every day testing ourselves against the CD since it hardly takes any time at all. My son is in the 6th grade just starting this program.
October 25, at pm. All About Spelling will work with little or no modifications. This is a very good instructional guidance for a first time private instructor like me. Lively titles in this set systematically teach the top sight words. Click product title for product reviews, where available Page 1 of 1. To illustrate the value of balanced instruction, Pressley made an analogy with two different ways of training children to play little league baseball.
Shelley, This was such an innovated and clever approach to avoid his perfectionist tendencies. Great thinking. However, as a mom of a couple of perfectionist learning boys, I recommend you gently start teaching him that it is not only okay to be wrong, but it is actually a good thing. First, show him this article 9 Brilliant Inventions Made by Mistake. Get him thinking about how mistakes can lead to wonderful things. Then, discuss with him that you expect him to make mistakes.
Because if he got everything right the first time, then you would have nothing to teach him. When he makes mistakes, both you and he then know what it is he needs to learn better. Encouraging him to be more moderate in his disappointment with mistakes and being willing to take risks is going to be a work spanning a long period of time.
Try to react without disappointment as each mistake is made. One other idea for review cards I used to do with my kids was place the review cards all over the room, say the sound, and then have them try to find that card. Ooo, what a fun review idea, Nicole! Phonogram review and a scavenger hunt all in one.
Thanks for sharing it. Very helpful post. My twins are almost 6 and we are classically educating them. I am considering purchasing the All About Spelling for my 6 year old. She is Dyslexic and has Visual Processing Disorder. Is this program easy for a parent who is not a teacher to use? It is designed to enable parents and teachers to teach their children without specialized training. Everything you need is right in front of you. Helpful notes are included along the way to maximize your effectiveness as a teacher.
After the initial 20 to 30 minutes of set up getting the tile board and cards ready , it really is open-and-go each day. I was so worried about teaching my daughter to read wih out missing any fundamental concepts. This program is practically spoon feeding me as the teacher. Beautifully organized, simple and tremendously effective. Taura, Thank you for saying this! We are very happy to be able to help you teach your daughter. My son can not keep more than 10 phonograms in his head at one time. He is age 8 and we have been trying for 2 years. Liberty Star- please do not give up and do not lose hope!
My Son is now 11, we have been working on phonograms for 6 years. He has mastered the alphabet ones, it probably took 3 years. We have slowly been working on the next set. We really want to help you as much as you need in order for you to help your child to succeed. Here are some ideas, but we could help better with further information. Please contact us at support allaboutlearningpress. First, I would like to refer you to our Making It Stick blog post. How is your son doing with reading? If he would place into All About Reading Level 1, we recommend working through it before beginning spelling.
AAR teaches the phonograms more gradually and builds up knowledge of them through use. All About Spelling Level 1 starts with all 26 letters in the first lesson because it assumes the student is already reading fluently on at least a beginning level. If your son is already reading well on at least the level of AAR 2, then we recommend working with the phonograms at least 4 or 5 times a week. Short daily lessons are much more effective than longer, less frequent lessons. Also, with his struggles, consider over teaching. Review the phonograms he knows quickly at the beginning and ending of every lesson time each day.
Then, once they do get moved to mastered, review them at least twice a week for a long time, so he is not losing old ones as he learns new ones. Allow him to at least a few days or a week after mastering some phonograms before adding new ones in. Plain flashcard review is quick, but can be boring. You can mix up the review with games and activities.
Here are some ideas:. Swatting phonograms. Snowball game You can just tape the phonogram cards to the wall or use a dry erase marker to write them on a window. Also, some kids prefer to use a Nerf gun or bow to shoot the phonograms. Making the review task more tactile can be very helpful for some students. It can be as simple as writing the phonogram on paper as he says the sounds, or as complex as forming the phonogram out of dough or writing it in sand, also while saying the sounds. Mix up showing the phonogram card and having him say the sound s and you saying the sound s and having him write the phonogram.
You can add the phonogram cards to any board game he enjoys, such as Sorry or checkers. You, or a sibling, has to do it too and he gets to see the back of the card to make sure you are correct. Again, we want to help and ask you to please contact us further with more details. When general neurological organization is addressed both auditory and visual processing often improve affecting overall academic success.
This is encouraging to know. Thank you for your insight. So, ,we skipped our eval in August which would have been our 6th eval 2 year anniversary. We will be back in December to see how we are doing. We have seen great progress with ND and are blessed by it. I absolutely love this Spelling program. Not only is my son learning the content, but he is now applying it in his everyday writing! Dash, This is wonderful. Applying what they have learned into their own writing outside of spelling time is the last and most difficult step in mastering.
At the end of the day she wants to read the fluency review pages to anyone who comes to visit. I love this website.
I just ordered All About Spelling for my son and was looking forward to using it, but now that I have read the blog and see that Marie is a member of the IDA I am fully excited to start using this too with my son! We questioned his reading and spelling and never really knew if it was because he is bilingual and has not had structured English spelling or grammar or reading instruction, or if he is dyslexic.
All the well-discovered rules of spelling make so much sense, but moreover, the letter tiles system seemed akin to some other dylexic approaches… and no Wonder! So, I am so excited to start working with these materials, not only because someone has finally made English spelling have rhyme and reason, but also for the dyslexic angle too! Christina, Both All About Reading and All About Spelling are fully Orton-Gillingham based, which is a proven method for helping students with dyslexia and other reading struggles.
Lorri, Yes, you can. Here is the link to purchase a full set of the 72 basic phonogram cards. As soon as my youngest turns 4 we will be getting this program. My 6 yr old jumps on a rebounder small trampoline as she reviews the phonogram flash cards. This makes them more fun. Taura, of course movement makes almost everything more fun!
Thanks for sharing your bouncy review method. Instead of reviewing everything periodically, I review phonogram cards, sound cards and key cards at the beginning of every lesson. We only do wholesale review whenever we move up a level. Lydia, I review a few mastered cards from each section daily as well.
I pull two each of the mastered phonogram cards, sound cards, and key cards, and 5 of the word cards to review each day. However, we also do the complete master review when scheduled mid-way through the book and between levels. My current students benefit a lot from the extra review, but my one that has finished All About Spelling did great with much less. Fun with Phonograms Playing games is a great way to reinforce learning with children, and our easy-to-assemble printable game boards give you five different ways to have fun with phonograms!
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