1. Phonics?, Phonemics?, Confused? - Child-reading-tips.com phonemics is not phonics Whereas phonics teaches that written letters and letter combinationsrepresent Phonemic awareness leads to reading readiness and can be http://www.child-reading-tips.com/article8.html

Child-Reading-Tips.com - Helping parents find the perfect articles and products for your children's reading needs. Child Reading Tips - Bookmark This Page For Future Reference What can Child-Reading-Tips help you find? reading tips/home free reading course child reading tips phonics instruction ... links Phonics?, Phonemics?, Confused? Catherine Shefski Phonemics is not phonics. Whereas phonics teaches that written letters and letter combinations represent sounds, phonemic awareness refers to spoken sound and the ability to manipulate the individual sounds that occur in everyday speech. Phonemic awareness leads to reading readiness and can be developed in young children in a variety of ways. Speak to your child, clearly and directly, from the time he is an infant. There is no substitute for live human interaction ...tv is not the same. Play rhyming games. Make up rhymes to go with your child's name, or with the activity you are about to start. For example, Joe, let's go for a walk in the snow. Then encourage your child to add on rhyming words. Make up funny words by substituting letters. "Apples and Bananas" is a great song for substituting vowel sounds.

2. Pre-K Smarties Phonics Reading Page: Preschool Education Resource, Teaching Read D. phonics? phonemics? Confused? by Catherine Shefski. What is phonics?by Catherine Shefski. favorite reading Links. Whole Language http://www.preksmarties.com/reading/

Home our main topics Smart Babies Smart Preschoolers Early Reading Early Math ... Parent Connection sites of interest HerTopSites Sites for Teachers Sites for Parents Sites for Children ... Teach-nology Teaching your child to read? Try this easy to use program developed by a pediatrician specially for younger children. Lots of free lessons and online movie at www.readinglesson.com Teaching Your Child To Read Ready, Set, Read!! How to Read to a Young Child by Dorothy P. Dougherty How I Taught My Son To Read Using Manicure Scissors by Gwynne Spencer Reading Begins In Your Child's Ears by Peggy Wilber M.Ed. Suggestions on How To Teach Your Child To Read by Michael Levin, M.D. Planting the Seeds For Early Reading by Catherine Shefski Can An Infant Learn To Read? by Jerrie Hewlett Home Environment of Early Readers by Catherine Shefski Teach A Child To Read Using Children's Books by Mark B. Thogmartin, Ph.D. Phonics? Phonemics? Confused? by Catherine Shefski What is Phonics?

3. Child Reading Tips Sitemap Free Report reveals how to increase your child's intelligence and improve their chances for future success by using phonics based reading tools such as Teach a child to read using children's books. phonics?, phonemics?, Confused? reading begins in your child's ears. http://www.child-reading-tips.com/sitemap.html

reading tips/home free reading course child reading tips phonics instruction ... links Sitemap For Child-Reading-Tips.Com Popular Child Reading Search Phrases popular child reading searches A-R popular child reading searches R-Z Child Reading Tips Child Reading instruction ... Learning Disabilites

4. ERIC Bibliography - Whole Language Vs. Phonetic Reading Instruction Gives examples of practitioner techniques of combining phonemics, phonics,and whole language in early reading instruction. Sidebars http://www.indiana.edu/~eric_rec/ieo/bibs/wholvsph.html

Whole Language vs. Phonetic Reading Instruction Greetings. The following materials are intended to provide an introduction to the debate between whole Language and phonetic reading instruction. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file. Chia-Hui Lin Reference Specialist ERIC Clearinghouse on Reading, English and Communication Alphabetically arranged listing of bibliographies Categorically arranged listing of bibliographies Internet Sites Whole Language or Phonics? Not "either/or" but "both/and": Phonics and Whole Language Phonics and Whole Language Learning: a Balanced Approach to Beginning Reading Phonics vs. Whole Language Which is Better? ... Report on Learning Disabilities Research Citations from the ERIC Database AN: ED445320 AU: Ediger,-Marlow TI: Issues in Reading Instruction. PY: 2000 PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED445320 DE: *Phonics-; *Reading-Achievement; *Reading-Instruction; *Whole-Language-Approach

5. ERIC Bibliography - Phonics Instruction Beginningreading; *Decoding-reading; *phonemics-; *Phonology-; *reading Word MattersTeaching phonics and Spelling in the reading/Writing Classroom. http://www.indiana.edu/~eric_rec/ieo/bibs/phonics.html

Phonics Instruction Greetings. The following materials are intended to provide an introduction to phonics instruction. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file. Kyong-Jee Kim Reference Specialist ERIC Clearinghouse on Reading, English and Communication Alphabetically arranged listing of bibliographies Categorically arranged listing of bibliographies Internet Sites Report on Learning Disabilities Research , from Reid Lyon, National Reading Panel Overview of Reading and Literacy Initiatives From Letters to Sound Why Johnny Can't Decode. Washington "Post" articles of October 27, 1996. Phonics and Whole Language Preventing Reading Difficulties in Young Children : 1998 report from the National Research Council (NRC) Phonemic Awareness: An important early step in learning to read. Phonics in whole language classrooms. Phonics Online A free course on phonics instruction The National Council of Teachers of English The Riggs Institute Citations from the ERIC Database AN: EJ643163 AU: Abbott,-Mary; Walton,-Cheryl; Greenwood,-Charles-R.

6. Planting The Seeds For Early Reading phonics? phonemics? Confused? Find out what the difference is and howyou can use phonemics to give your toddler a headstart on reading. http://www.preksmarties.com/reading/reading6.htm

Home Teach Your Child to Read our main topics Smart Babies Smart Preschoolers Early Reading Early Math ... Parent Connection sites of interest HerTopSites Sites for Teachers Teach-nology tell-a-friend Do you have a friend with preschoolers who might be interested in this site? Click here to tell-a-friend. Planting the Seeds for Early Reading by Catherine Shefski One of my most vivid childhood memories is the day I learned how to read. My parents were reading the Sunday paper, and I was pestering my father to read " Nancy " from the comics to me. I remember saying something like "if you'd just show me how, I'd read it myself." Well, that was the day everything clicked and by that afternoon I was reading Blondie! From that day on, my favorite time was before anyone in the house was awake on the morning after a library visit. I would stay under the blanket with my new books until breakfast. Today I see my three children enjoying books as much as I did as a child. There are piles of books before bed, books right next to the bed for early-morning reading, books in the kitchen for reading during snacktime, comic books, science books, mysteries, and kids magazines. Once someone asked me if I taught my children to read early or if they just started to read on their own. It seemed to me that they just started reading on their own, but I am convinced that I had been teaching them since birth, not with a reading program or specific method, but by planting the seeds at an early age.

7. The Phonemics Phenomenon The phonemics Phenomenon. The hottest new trend in reading readinessstarts with ph and it's not phonics By Paul Kropp. Add one http://www.todaysparent.com/education/article.jsp?cId=1259

8. Section One 3. How would you personally define reading? Is there any perfect definition of whatreading is? What is the difference between phonics and phonemics? http://www.avko.org/Freebies/Tutor Test.htm

The Learning Disabilities/Dyslexia Specialists home catalog order blank research ... Free Downloads AVKO comes from A udio, V isual, Ki O ral a multi-sensory approach. Tutor Test based on the book The Teaching of Reading (and Spelling): a Continuum from Kindergarten through College Section One . Questions that a tutor should be able to answer: 1. How does reading upside down affect comprehension? 2. What are some of the benefits for a tutor of reading and writing upside down? 3. How would you personally define reading? Is there any perfect definition of what reading is? 4. How would you define dyslexia? Is there any definition of dyslexia that you think is better than the rest? 5. What are the most common misconceptions about dyslexia? Section Two What are the names of the leading experts on both sides of the phonics vs. whole language controversy? Which experts (if any) has clearly and personally demonstrated that his/her method works on real students? On dyslexics? How phonetically regular is English spelling? How phonically regular? Whoops! What is the difference between phonetics and phonics?

9. Teaching Reading: Continuum Kindergarten Through College Section 2 phonics, phonemics, Phonetics, and Phunny Ideas about Teaching reading Writing. http://www.avko.org/Books/teaching_of_reading.htm

The Learning Disabilities/Dyslexia Specialists home catalog order blank research ... Free Downloads AVKO comes from A udio, V isual, Ki O ral a multi-sensory approach. by Don McCabe Catalog #W900 $49.95 ISBN: 1-56400-650-6 364 pages, 8½x11 Loose-leaf Binder A Supplementary Textbook for College Education Majors with Practical Classroom Diagnostic Tests and Answers to the Phonics vs. Whole Language Controversy and for Parents Who Want to Homeschool Their Children and for the Training of Adult Literacy Volunteer Tutors and especially for College Reading Instructors Willing to Try New Approaches to Old Problems You may read an entire chapter by clicking on the titles that show links. Table of Contents Preface: Skip this and you'll flunk for sure Section 1 The Nature of the Learning-to-Read Process Chapters: 1. Learn about the Learning-to-Read Process by Teaching Yourself to Read and Write Upside down 2. Definitions of Reading. 3. Definitions of Dyslexia: Official Definitions defined. If it looks like a duck, walks like a duck, and quacks like a duck, it's probably a duck. 4. What dyslexia researchers should NOT be researching.

10. Phonemics: Literacy Tools For Parents On CORRA Web Site Children use phonemic awareness knowledge when they are sounding out the wordswhile reading and when they are Phonological Awareness and Primary phonics. http://www.corra.org/Literacy/Phonemic.asp

Resources For: Families Providers Community/Employers CORRA Home Literacy Links: Colorado Family Literacy Institute Raising Readers Reading Tips for Parents# Ready to Read, Ready to Learn Teaching Our Youngest# Literacy Lifejacket# Family Literacy On The Road to Reading Ready*Set*Read: Families Ready*Set*Read: Caregivers Action Steps for Families Summer Reading Kit# Preventing Reading Difficulties In Young Children Meaningful Differences in the Everyday Experience of Young American Children Note: # means a resource is in pdf format. To open you will need Adobe Acrobat Reader on your computer. It is available for free. Click on the Adobe link to download the viewer and for instructions on installation. [Back to Main Literacy Page] Phonemic Awareness: Background Information Your child might not be able to hear the separate sounds right away. Phonemic awareness is a learned skill! Be patient and have fun doing these games with your child. What is Phonemic Awareness? Phonemic awareness is the awareness of sounds in words and ability to hear the different sounds in words. The word that is used to describe an individual sound is "phoneme." Phonemic awareness is the ability to hear separate sounds in words. For example, a child who has developed phonemic awareness is able to hear all three sounds that make up the spoken word "cat." The child can hear the sound made by the "c," the sound made by the "a," and the sound made by the "t." Phonemic awareness is also the ability to manipulate these sounds to make new words. This awareness that words are composed of individual sounds is a requirement for learning to read.

11. Literacy Activities For Parents: Phonemics Phonological Awareness and Primary phonics. Now and then, after the rhyme has becomefamiliar to your child, stop reading a line just before you get to the http://www.corra.org/Literacy/Phonemic_Activities.asp

Resources For: Families Providers Community/Employers CORRA Home Literacy Links: Reading Rockets: Launching Young Readers Colorado Literacy Connections Colorado Family Literacy Institute CFLI Training Reading Is Fundamental Ear Infections and Language Development Raising Readers Reading Tips for Parents# Ready to Read, Ready to Learn Teaching Our Youngest# Literacy Lifejacket# Family Literacy First Book National Book Bank On The Road to Reading Ready*Set*Read: Families Ready*Set*Read: Caregivers Action Steps for Families Language Development Chart Language Development Chart 2 Summer Reading Kit# Preventing Reading Difficulties In Young Children Meaningful Differences in the Everyday Experience of Young American Children Note: # means a resource is in pdf format. To open you will need Adobe Acrobat Reader on your computer. It is available for free. Click on the Adobe link to download the viewer and for instructions on installation. Literacy Activities for Parents Back to Main Literacy Page Activities to Help Children Hear the Beginning Sound of a Spoken Word - Tongue Twisters Tongue Twisters such as "Peter Piper" provide an amusing and novel tool to help children hear common beginning sounds of words. Through reciting and discussing these tongue twisters, children develop the ability to pick out and recognize the beginning sounds of words. More importantly, the children will have a great laugh while listening to the attempts to recite the tongue twister without error.

12. Intro/Foundations Of Education Resources Links reading Initiative Teaching reading A Balanced Comprehensive Approach to readingin PreK through Grade 8 phonics!! phonics and phonemics Awareness Riggs http://www.mhhe.com/socscience/education/intro/resources.html

Intro/Foundations of Education Valuable Web Sites List of Topics Teachers and Teaching The Profession of Teaching Social and Philosophical Foundations Historical Foundations ... Achieving Diversity, Equity and Pluralism Teachers and Teaching Becoming a Teacher Becoming a Teacher: What It Takes National Center for Research on Teacher Learning ERIC Clearinghouse on Teaching and Teacher Education Student Teaching and Student Teacher Supervision Effective Teaching Principles for Effective Teaching HVCC's Center for Effective Teaching Home Page Emphasis on Teaching Taking Teaching Seriously: Meeting the Challenge of Instructional Improvement (ERIC Digest) ... Education Hot Links Ethical and Moral Dimensions of Teaching The Character Education Page Morality and Values in Education Disability and the Dilemmas of Education and Justice An Ethics of Hesitant Learning: The Caring Justice of Levinas and Derrida ... Teaching Ethics in Public Schools Personal Philosophies of Education Three Experiential Reflections from a Voice of a Young Teacher Random Thoughts of Louis Schmier Personal Philosophy Statement My Personal Philosophy of Teaching by John A. Monson ... Quotations The Profession of Teaching Professionalization of Teaching Teacher Professionalization and Teacher Commitment: A Multilevel Analysis Systemic Reform in the Professionalism of Educators - September 1995 Professional Teacher Development and the Reform Agenda Overcoming the Education-Training Divide: The Case of Professional Development ... Professional Development Today Career Opportunities

13. For God's Sake, Teach Them Phonics! need explicit instruction in phonemics and phonetics. instruction in phoneme awareness,phonics, structural analysis, and reading comprehension is http://www.schoolreport.com/vbe/articles/phonics.htm

www.SchoolReport.com Vermonters for Better Education Return to Index Vermonters for Better Education Homepage FOR GOD'S SAKE, TEACH THEM PHONICS! by Libby Sternberg, Executive Director of Vermonters for Better Education (09/20/00) By now, every reasonably attentive person knows that good reading skills are necessary in order to be successful in school and beyond. Yet a Newsweek article last November estimated that at least 20 percent of kids each year have reading problems. Thousands of these kids are diagnosed as dyslexic, for whom learning to read is a more fragile process fraught with potential problems. For these-often very bright-children, reading instruction must go beyond mere repetition of words and fondness for literature. In fact, teaching strategies that help dyslexics can also help all problem readers. Simply put, problem readers need explicit instruction in phonemics and phonetics. Learning to read is not the same thing as learning to speak. It is not a natural process. Nonetheless, writes Reid Lyon, a child development specialist, many educators maintain that reading is an almost instinctive process. They wrongly believe, he asserts, that explicit instruction in phoneme awareness, phonics, structural analysis, and reading comprehension is unnecessary. Most of those who believe this are advocates of Whole Language reading instruction, a method of teaching reading that relies heavily on context and is not heavily dependent on phonics. The debate over phonics vs. Whole Language is not trivial. The stakes are high. If kids with reading problems are not taught properly, they will labor under significant barriers and ultimately fail to achieve close to their real potential in academics. The earlier they get this instruction in school, the cheaper it is to help them and the greater the chance that they can avoid the lifetime diagnosis of dyslexia.

14. Language Arts: Top Site - 02/24/03 story features a specific phonics or phonemics awareness concept There are also aseries of phonicsbased word If you are looking for new reading material, then http://www.educationplanet.com/topsites/languagearts.html?startval=50

15. Breaking The Sounds' Barrier - The Big Picture Musical, Multisensory, Bridge From phonemics, to phonics to reading!!reading by Ear is our name for learning to read by listening. http://readingbyear.com/TheBigPicture.htm

e-mail: info@readingbyear.com "Simultaneously playful and uncompromising, READING BY EAR moves the minds of learners from the whole to its parts, from music to sight, from sound to sense. In so doing, READING BY EAR orchestrates key brain functions crucial to immediate, effective, and lasting reading skills." Gabriele Rico, Ph. D. Professor of English and Creative Arts San Jose State University Author of WRITING THE NATURAL WAY "Creative and well organized program easily adaptable for use by classroom teachers, speech therapists, and music educators." Dr. Robert E. Marciante, CEO FranCenter , Darien, IL "I highly recommend Reading By Ear. The music is engaging! Children have fun while learning basic reading and phonic skills." Dr. Kenneth Iversen, Consultant FranCenter, Inc. The Fran Center in Illinois is a non-for-profit organization that exists to affirm, support and act upon the needs of individuals, families and school systems to develop an educational and responsible citizenry. National Reading Panel Findings Following a two-year analysis and assessment, the National Reading Panel released its latest findings to the United States Congress and the Nation. They listed two things as essential for learning to read successfully:

16. Biography Of Don McCabe, Director AVKO Dyslexia Research Foundation But the way reading is taught today has nothing to do The antiphonics people failto realize the vast difference between phonetics, phonemics, and phonics http://www.spelling.org/Workshops/short_biography.htm

The Learning Disabilities/Dyslexia Specialists home catalog order blank research ... Free Downloads AVKO comes from A udio, V isual, Ki O ral a multi-sensory approach. Short Biography of Don McCabe Research Director, AVKO Dyslexia Research Foundation Born and raised in Flint, Michigan, the home of General Motors and the C.S. Mott Foundation McCabe graduated from Flint Technical High School in 1950 as the class salutatorian. Not bad for a dyslexic! Received his A.A. degree from Flint Junior College in 1952. Received his Ph.B. degree from the University of Detroit in 1954. Was drafted into the Army Security Agency (ASA), sent to the Army Language School to learn Russian, and eventually to a military intelligence base just outside of Kyoto, Japan. Received his M.A. from the University of Detroit in 1962 and his A.B.T., the non-honorary, non-recognized degree from Michigan State University in 1985 after having completed all the course requirements for the Ph.D. degree. Began his teaching career in 1959 and taught high school and junior high until 1976 when he became the full-time Research Director of the AVKO Foundation. Is listed in Who's Who, The Yearbook of Experts, Authorities, and Spokespersons

17. NIFL-POVRACELIT 2000: [NIFL-POVRACELIT:196] Reading Instruction I noted that many adult educators in workshops I had conducted on Listening andReading Processes of Adults were not familiar with phonemics and phonics. http://www.nifl.gov/nifl-povracelit/2000/0192.html

[NIFL-POVRACELIT:196] Reading Instruction From: Mary Ann Corley ( macorley1@earthlink.net Date: Tue Oct 17 2000 - 13:16:33 EDT Next message: KathleenBombach@aol.com: "[NIFL-POVRACELIT:197] Re: Response to George" Previous message: RMALCUS@aol.com: "[NIFL-POVRACELIT:195] Re: o Karen Re: Defining Our Own Racism" Messages sorted by: [ date ] [ thread ] [ subject ] [ author ] ... listowner@literacy.nifl.gov Reply-To: nifl-povracelit@literacy.nifl.gov Originator: nifl-povracelit@literacy.nifl.gov Sender: nifl-povracelit@literacy.nifl.gov Precedence: bulk From: "Mary Ann Corley" < macorley1@earthlink.net nifl-povracelit@literacy.nifl.gov http://www.nationalreadingpanel.org tsticht@aznet.net ... http://www.ed.psu.edu/isal/ Email: ENA1@psu.edu (on sabbatical leave July 1, 2000 - June 30, 2001) ********************************* Next message: KathleenBombach@aol.com: "[NIFL-POVRACELIT:197] Re: Response to George" Previous message: RMALCUS@aol.com: "[NIFL-POVRACELIT:195] Re: o Karen Re: Defining Our Own Racism" Messages sorted by: [ date ] [ thread ] [ subject ] [ author ] This archive was generated by hypermail 2b30 Tue Jan 16 2001 - 14:47:27 EST

18. NIFL-NLA 1999: NLA Dscussion: WIA/AEFLA survey that includes questions about the knowledge and training that adult literacyeducators have about phonemics, phonics, listening and reading processes of http://www.nifl.gov/nifl-nla/1999/0650.html

NLA Dscussion: WIA/AEFLA From: Thomas Sticht ( tsticht@aznet.net Date: Mon Aug 23 1999 - 17:40:47 EDT Next message: David J Rosen: "NLA Info: NIFL fellowships" Previous message: murphy@naepdc.org: "NLA Discussion: WIA and NAEFLA" Messages sorted by: [ date ] [ thread ] [ subject ] [ author ] ... nla-approval@world.std.com Precedence: list Reply-To: nla@europe.std.com tsticht@aznet.net Next message: David J Rosen: "NLA Info: NIFL fellowships" Previous message: murphy@naepdc.org: "NLA Discussion: WIA and NAEFLA" Messages sorted by: [ date ] [ thread ] [ subject ] [ author ] This archive was generated by hypermail 2b29 Thu Sep 21 2000 - 11:02:03 EDT

19. Listening And Reading Processes Of Adults: A Report Of Survey Findings And Refer to complete a survey that includes questions about the knowledge and training thatthey have had about phonemics, phonics, listening and reading processes of http://www.nald.ca/fulltext/sticht/mar2000/page1.htm

Listening and Reading Processes of Adults: A Report of Survey Findings and References From a Workshop Presented in the United States and Canada in 1999. Thomas G. Sticht March 8, 2000 In the United States, the 1998 Workforce Investment Act, Title 2: The Adult Education and Family Literacy Act (AEFLA) takes long steps from policy into the actual practice of adult education. The text of the AEFLA emphasizes that in considering applications for grants from educational providers, granting agencies should consider whether or not the program ".uses instructional practices, such as phonemic awareness, systematic phonics, fluency, and reading comprehension that research has proven to be effective in teaching individuals to read." It refers to these instructional practices six times throughout the AEFLA. Clearly, the emphasis on "phonemic awareness," "systematic phonics" and "fluency" draws a direct connection between adult's oral language skills of speaking and listening, and their literacy skills of reading and writing. The major purpose of phonemic awareness, phonics and fluency training is to make it possible for people to learn to decode and comprehend the written language through reading with the same or greater effectiveness and efficiency as they can comprehend their earlier developed oral language by listening. These relationships of oral and written languages is also of great importance in the education of adults with learning disabilities.

20. Listening And Reading Processes Of Adults: A Report Of Survey Findings And Refer Of the 247 participants who attended the Workshop on Listening and reading Processesof 3870 percent said that this new emphasis upon phonemics, phonics , etc http://www.nald.ca/fulltext/sticht/mar2000/page3.htm

Part 2 : Summary of the Workshop Participant's Survey. Of the 247 participants who attended the Workshop on Listening and Reading Processes of Adults in the U.S. and Canada, 45 to 76 percent of participants were teachers, depending on the particular site, 38-70 percent said that this new emphasis upon phonemics, phonics , etc. was "Very important" to their classroom teaching or tutoring. Yet, 38-79 percent said they had never received training in teaching or tutoring phonemic awareness and 31-59 percent said they had no training in teaching phonics. Diagnosing Learning Disabilities. In their teaching or tutoring, depending on the particular location, 53-88 percent of participants said they never diagnose learning disabilities using standardized tests and 19-41 percent said they did not use informal methods of diagnosing LD either. Building Curriculum on the Relationships Among Listening and Reading. 38-67 percent said they do not ever focus upon improving listening comprehension in their teaching or tutoring, and 35-62 percent said they do not do anything specifically aimed at improving reading comprehension by improving listening comprehension. Knowledge of Research on Listening and Reading. 10-58 percent of the participants were not familiar with research showing relationships of parent's oral and written language skills to their children's oral and written language skills. 65-81 percent were unfamiliar with research showing relationships of listening and reading to job performance. Almost all participants thought that such research-based information would be useful in designing and marketing family and workplace literacy programs as called for in the AEFLA, Title II of the Workforce Investment Act of 1998.

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