61. The Phonemics (Home Page) Welcome To The Phantom. phonemics Home Page. The game will focus on reading comprehension using techniques such as phonics and word attack skills. http://www.cs.utexas.edu/users/s2s/latest/phoneme1/home/

Welcome To The Phantom Phonemics Home Page Contents Team Members Project Description Documentation Team Reports ... Contact Information Team Members Zev Blut Terry Brim Christine Darmosuwito David Edwards Changsu Lee Jason Whitehead Project Description To develop an interactive educational utility designed to aid severe learning disabled middle school students. The game will focus on reading comprehension using techniques such as phonics and word attack skills. A game in which the player is looking for friends, in the imaginary world, by finding notes left for them. The notes will provide clues as to where to go, in the game world, next. Many games and tools will be available to the player when reading a note. For example, when the user encounters a word they do not know they can click on the word and hear a phonetic break down of the word and a complete pronunciation. The games will then test the user's comprehension of the note. When the user finds his/her friends the game will present an award screen. Documentation Project Bid Version 1.0

62. CS373 Phoenicians (09-1), VVR Version 2.0 learning tool that teaches students with severe learning disabilities basic skills in phonemics, through the use phonics, Teaching reading by training http://www.cs.utexas.edu/users/s2s/latest/phoneme2/doc/VVR.html

Version 2.0 May 15, 2000 Project Phantom Phonemes by Team Phoenicians (09-1) Luna Afroz Valine Chang Dustin Currie Assem Hammoud John Millen Ron Shoaf Table of Contents Introduction and Overview Purpose of this Document Scope of the Development Project Definitions, Acronyms, and Abbreviations ... Additional Information 1. Introduction and Overview 1.1 Purpose of this Document The Verification and Validation Report describes the results for the testing of both the individual components within our product and for the product as a whole. 1.2 Scope of the Development Project The Phantom Phonemes product is an interactive learning tool that teaches students with severe learning disabilities basic skills in phonemics, through the use of letter, symbol, vowel and blend recognition. This semester's project will cover letter and sound recognition. Users will be trained and tested in associating audio and visual representations to the abstract concept of a letter. Since this is a continuing product a major goal is to enhance features and usability beyond its current scope, while still allowing future software development teams to add functionality that will enable a wide range of students with any disability to successfully use this product. Current Features: Word recognition. By double-clicking on a word, students hear its pronunciation and are given a multiple choice association.

63. GaETC 2004- Thursday Workshops, February 12 through six stations to learn how the lesson plan and the National reading Panel s five components of reading (phonemics, phonics, vocabulary, comprehension http://www.gaetc.org/workshops04/workshops-h.htm

Conference Workshops Thursday, February W17. Innovative Solutions for Classroom Technology Integration Instructor: V. Moe, Heart of Georgia RESA ETTC Thursday 2/12 9:00 AM – 12:00 PM Cost: $55 with conference registration, $75 without Seats: 20 Room: 101 With today’s budget constraints, it is becoming more evident that school systems and their personnel will need to look for economical solutions to integrating technology in the classroom. This session will provide hands-on experiences with alternative productivity software and web-based resources as a cost- effective way of implementing technology. Participants will use free software including Star Office, Read-please, Tux Typing, and Loose Change. Participants will explore free web resources and model lessons that could be implemented in their own classrooms using these free resources. W18. Using Handheld Technology to Improve Literacy Skills Instructor: K. Oliver, SERVE, Inc. Thursday 2/12 9:00 AM – 12:00 PM Cost: $55 with conference registration, $75 without

64. McLeod Educational Consultants - Diagnosis Of Reading And Reading Disability reading Diagnostic Test. The McLeod phonics and phonemics Tests. The McLeod phonics Tests and Remedial Worksheets. The McLeod phonics http://www.mcleod-educational.com/products/reading/phonics.shtml

Reading Diagnostic Test The McLeod Phonics and Phonemics Tests The McLeod Phonics Tests and Remedial Worksheets The McLeod Phonics Tests assess phonic knowledge of phonics through a true reading process. That is, the child must make a verbal response to real words, visually presented. This process contrasts with that of some other diagnostic reading tests which require a child to make a multiple-choice visual match with a stimulus that is presented orally . Matching oral input to visual-tactile output, is the very opposite of the process that is involved in reading. The tests every phonic unit at least three time, which enhances confidence in the reliability of specific diagnosed phonic errors. Educationists look carefully, and rightly so, at the reliability of standardized tests which measure level of educational achievement and are skeptical of IQs or standardized achievement scores from tests that have low reliability coefficient. Yet paradoxically, children's reading and spelling errors are regularly categorized as having an auditory, visual or sequential basis on the anecdotal evidence from single mistakes in an ad hoc testing situation. By presenting each phonic unit to the child in a number of different words, the McLeod Phonics Tests help the diagnostician to confirm with greater confidence whether a child's miscue represents a persistent phonic or phonemic deficiency or whether it is an isolated aberration.

65. SB 783 - Introduced Bill Text govern these correspondences, including phonemics, which is 3. Developmentally appropriate phonics instruction shall be program of balanced reading instruction http://www.senate.state.mo.us/02info/billtext/intro/SB783.htm

SECOND REGULAR SESSION SENATE BILL NO. 783 91ST GENERAL ASSEMBLY INTRODUCED BY SENATOR STEELMAN. Pre-filed December 1, 2001, and 1,000 copies ordered printed. TERRY L. SPIELER, Secretary. AN ACT To amend chapter 170, RSMo, by adding thereto one new section relating to phonics instruction. Be it enacted by the General Assembly of the State of Missouri, as follows: Section A. Chapter 170, RSMo, is amended by adding thereto one new section, to be known as section 170.014, to read as follows: 170.014. 1. This section shall be known as the "Reading Instruction Act" and is enacted to ensure that all public schools provide developmentally appropriate phonics instruction in grades kindergarten through three as a significant component of a program of balanced reading instruction and that all teachers who teach reading in grades kindergarten through three receive adequate training in the teaching of developmentally appropriate phonics. 2. As used in this section, the following terms mean: (1) "Developmentally appropriate", instruction and interaction within the age and developmental level of the learner, as ascertained by the best current research; (2) "Grammar", the rules and conventions of standard English, including the construction of sentences, the classification, derivation and properties of words, and spelling;

66. About CREADE The major cueing systems are graphophonemics (letter to Phonemic awareness and phonics are necessary tools for beginning is the job of the reading teacher to http://www.ous.edu/aca/CREADE/aboutCREADE.htm

Academic Affairs About CREADE C ollaborative R eading E ducation A nd D istance E ducation - CREADE The Need for Literacy Education The ESEA "No Child Left Behind" Act of 2001, Oregon's "Reading First" program, the state's goal of having a reading specialist in every school, and emerging Title I requirements all point to a great need for increased competencies in literacy learning on the part of Oregon's preK-12 teachers. What is the Collaborative Reading Education and Distance Education (CREADE) Project? Through a grant from the U.S. Department of Education's Fund for the Improvement of Postsecondary Education (FIPSE), five of Oregon's public universities with approved teacher education programs are developing 12 new literacy courses and 30 modules (mini-courses) as part of two new programs: a literacy education course of study for general classroom teachers, and a reading specialist program. Both courses and modules will be delivered through distance education and other flexible formats to accommodate the schedules of busy teachers. Tuition assistance will be available during 2003-04 for teachers to take the new CREADE courses and modules. The ultimate goal of both the new Literacy Education Course of Study and the Reading Endorsement Program CREADE modules and courses can be used as: a "stepping stone" to a Reading Endorsement the content focus of a Master's degree program a component of your Continuing Professional Development Plan Newsletters CREADE Newsletter (Fall 2003) Read the CREADE newsletter to learn more about the background of CREADE, program infrastructure, grant management, marketing, evaluation, more.

67. Re: Neuman In Chicago -- "100,000 Scientific Studies..." : November 2002 : ARN-L the insertion of comprehension along w/the extra phonics and phonemics, and changing use of meaning clues and language structure when reading to using http://interversity.org/lists/arn-l/archives/Nov2002/msg00001.html

Join the ARN E-mail Discussion Group ARN Home FairTest Home Search the Discussion Archives Subscribe/ Unsubscribe Author Prev ... Thread Index Re: Neuman in Chicago "100,000 scientific studies..." Subject : Re: Neuman in Chicago "100,000 scientific studies..." From : CMWUNCHEEL@AOL.COM Date : Fri, 1 Nov 2002 00:34:53 EST Comments : To: Csubstance@aol.com Reply-to Sender George - Your account of what Neuman said about vocab, comprehension, comprehensive programs, etc., definitely sheds valuable light on some of the proposed changes to VA's English standards -right down to the Intro's changing the description of what the standards reflect from a "balanced" to a "comprehensive" program, the insertion of "comprehension" along w/the extra phonics and phonemics, and changing use of "meaning clues and language structure "when reading" to using those strategies to "expand vocabulary when reading" in 1st grade, and including both those uses in 2d grade. But the really good parts are things like adding "passages" to what 1st

68. Technology For Education Online Catalog: Product Index 2 available in Print Version reading Program Level Box Stickbear s Numbers Deluxe Stickbear s phonics I. II Me Functional Foods™ Teach Me phonemics Teach Me http://www.tfeinc.com/eshop/catalog/ProdList.htm

Product Index Here is a current list of all the products we carry at Technology for Education Online Catalog. For more information on each product listed, please click the link below. 101 Animations 15” Desktop Touch LCD 17” Desktop Touch LCD 32 Message Communicator ... Zurk's Learning Safari

69. Internal Frame List A-B p1. Teacher Competence phonemics, Orthographics and Perception. pp18,19. - Teacher Competence phonics Quotient. pp24-26. - reading A Class is Plural. http://www.spellingsociety.org/pubs/spb/sritersa2b.html

A. Abercrombie . David. The Visual Symbolization of Speech . Fall 1981. pp16,17. Aberdeen . K.G. Must we always have absurd spelling ? Winter 1969. p3. Abiri . J.O.O. An Experimental Use of Pitman's 'World i.t.a.' in the Teaching of English . Winter 1966. pp11-14. Adler . Dianna. For Beauty in Speech . Fall 1972 pp17,18. Allen . Dana W. An Experiment in Education with the Laubach Literacy Course of Study on Films . Oct 1962. pp10-19. Allington . Richard. Word Perception: Linguistic Factors . Summer 1978. p26. Alvarez . Walter C. The Curious Child Needs Creativity Challenge . Oct 1963. p5. Anastasiev . Nikolai. An English Language School in the U.S.S.R . Dec 1962. pp5,6. Anon Billi - he'z in trubl . Spring 1967. p3. Arctier . E.E. Not So. Mr. Superintendent . Oct 1961. p17. Observations . Jun 1962. p21. Over There . Oct 1962. p23. An English Language School in the U.S.S.R . comments. Mar 1963. pp10,11. But English is English First of All . Jun 1963. pp9,10. Psychology in Teaching Reading Its Russia Who Heeds our G.B.S . Summer 1964. p10. The Language Curtain . by Victor N. Crassnoff. comments. Winter 1965. p18. The Davis-McGuffey Fonetik Second Reader . by Leo G. Davis. review. Fall 1967. p23. Soviet Education These Last Fifty Years . Winter 1967. pp7-9. Who's to Blame . Summer 1968. p18. Australian Highway journal Rational Spelling by Dr Walter Gassner. review. Mar 1962. p25.

70. Internal Frame List 1976-1978. Spelling and reading How are They Related?, by All the Way with phonics, by Abraham F Teacher Competence phonemics, Orthographics, and Perception, by Emmett http://www.spellingsociety.org/pubs/spb/scontents76t78.html

Spring 1976. Volume XVI, No. 1. 1. Can a child be taught to spell?, by C. E. Lutkin. 2. The Confusions of Traditional Orthography in Learning to Read - and How they Can be Removed, by Sir James Pitman, K.B.E. 6. Viewpoints IV: on Spelling Reform, by Emmett Albert Betts, Ph.D, LL.D. 10. Can Yioux Say Sault?, by Mickey Porter. 11. Spelling and Spelling Reform: Arguments Pro and Con, by Valerie Yule. 20. The Spelling Action Society. Summer 1976. Volume XVI, No. 2. 1. Illiteracy: a short cut crime, by Charles M. Phillips, JR. 2. Some Technical and Social Problems of Spelling Reform, by George Turner. 5. Proceedings of the 1975 Conference of the Simplified Spelling Society. 6. The Scholarly Case Agenst Spelling Reform: Does it Exist? by Mark O'Connor. 10. Spelling and Phonics, by Emmett Albert Betts, Ph.D., LL.D. 18. The Case for English Spelling Reform, by Gertrude Hildreth, Ph.D. Our Readers Write: 19. An Answer to "The Folly of Spelling Reform", by Arnold Rupert. 20. Research in Reading, by Harvie Barnard. Fall 1976 Volume XVI, No. 3.

71. Early Warning System By G. REID LYON And JACK M. FLETCHER - Education Next - Sum aware, understand how print represents the sounds of speech, can apply phonemics and phonics rapidly and fluently, and connect their reading to their http://www.educationnext.org/20012/22.html

Hoover Home About Hoover Research Publications ... Involvement Early Warning Systeme Since the 1976–77 school year, when Congress first required public schools to count the number of children with learning disabilities (LD), the share of school-age children labeled LD has risen from 1.8 percent to 5.2 percent. Learning disabilities now account for more than half of all students enrolled in special-education programs, up from 22 percent a quarter century ago. In the past decade alone, the number of students aged 6–21 identified as learning disabled under the Individuals with Disabilities Education Act (IDEA) has increased 38 percent. The largest jump, of 44 percent, has been seen among adolescents aged 12–17—a significant yet poorly understood increase. Private and postsecondary schools have experienced similar increases. The steadily growing number of students identified as LD invites public skepticism. Most scientific experts, however, agree that 5 percent, and likely more, of our school population suffer severe difficulties with language and other skills. Even so, the disproportionate rise in the incidence of LD, especially among adolescents, does raise questions about the methods of identifying and treating learning disabilities. What explains the rise of LD? Is it the result of positive developments, such as improved identification methods? Or is the definition of LD too general and ambiguous to catch younger students before they fail? Are some students identified as LD simply the victims of poor teaching? Put another way, does the education profession adequately prepare teachers to address differences among children?

72. StarNet: Professional Development - Achieving Academic Excellence program and how the program is used to help students become aware of phonemics, soundsymbol association, phonics and decoding, oral reading, and comprehension http://www.starnet.org/prof_dev/excellence/reading/part1.html

Professional Development: 2003-2004 Achieving Academic Excellence Series Series 4: Achieving Student Success in Reading Literacy Part 1: Diagnosing Student Needs - Using Data to Drive Instruction Part 1 of 5 (3:00-4:00pm CT) ESC, Region 20 The objective of this program is to assist participants with developing an understanding of how to observe student reading behavior and to employ scoring conventions to record and analyze data. The focus of this session is using data to flexibly group students and plan for instruction that targets specific needs. Promising Practices - Classroom Video to accompany "Diagnosing Student Needs - Using Data to Drive Instruction:" "Habitats," (Grade 3) Terri Vennerberg (4:00-4:30p.m. CT) UNI Students work in groups of 3 to produce a KidPix Deluxe slide show presentation featuring a particular habitat and build a model of the habitat to exhibit in the elementary commons area. After students pre-search, research, evaluate, produce, and re-evaluate, they "teach" other students and family members what they have learned by presenting the slide show and model of the habitat. The day of the presentation, students dress according to the habitat their group has featured. The students will assess their science knowledge, presentation, and group work by constructing a rubric and giving a survey to the audience. An Experience Odyssey - Spotlighting Resources That Work to accompany "Diagnosing Student Needs - Using Data to Drive Instruction:" Academy of Reading Part 1 of 5 (4:30-5:00pm CT)

73. New And Noteworthy from a survey I had taken in workshops on Listening and reading that I the knowledge and training that they had had about teaching phonemics and phonics. http://lists.literacytent.org/pipermail/aaace-nla/2003/000401.html

@import "http://literacytent.org/base.css"; New and Noteworthy May 13, 2004: Free online course system April 20, 2004: New webmail services April 11, 2004: LiteracyTent adds capacity Home Services Hosted Sites ... [Mailman] [AAACE-NLA] Federal Challenges to Adult Literacy Education Ellison, Art AEllison at ed.state.nh.us Wed Sep 24 09:14:07 EDT 2003 Previous message: [AAACE-NLA] URL to Register for the Rutgers University Adult Basic and Literacy Education Conference October 23-24, 2003 Next message: [AAACE-NLA] Federal challenges to adult literacy advocacy Messages sorted by: [ date ] [ thread ] [ subject ] [ author ] ... tsticht at znet.com ] Sent: Tuesday, September 23, 2003 4:07 PM To: aaace-nla at lists.literacytent.org Cc: tsticht at aznet.net From this exchange and the actions of the Bush administration in preparing From the Magins to the Mainstream, has a goal of obtaining $1,000,000,000 for the federally funded adult literacy education system by the year 2010. Framing advocacy for adult literacy education in such a manner as to successfully accomplish the task of persuading the Executive and Legislative branches of government to come up with these funds strikes me as a very challenging task. Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, CA 92019-2059 Tel/Fax: (619) 444-9133 Email: tsticht at aznet.net

74. Reading Success Task Force Dr. Adams responded that teachers do not start with phonemics, but rather start with words Dr. Adams indicated that reading is not about phonics, but about http://www.azleg.state.az.us/iminute/senate/0909read.doc.htm

ARIZONA STATE LEGISLATURE READING SUCCESS TASK FORCE Minutes of the Meeting Thursday, September 9, 1999 9:30 a.m. – Senate Minority Caucus Room Members Present: Senator John Huppenthal, Chair Linda Shepperd Kay Byrd Dr. Marj Jones Pam Clark Dr. Ken Goodman Jeannie Eller Dr. Karen Sullivan-Burstein Elaine Panczak Maggie Brogan Virginia Carey Tokar Dr. Mary North Members Absent: Sheila Rogers Dr. Sharon Arthur Moore Laura Wilbur Staff: Kimberly Yee, Senate Education Research Analyst Heather Baker, Senate Assistant Research Analyst OPENING REMARKS Senator Huppenthal called the meeting of the Reading Success Task Force (Attachment A) to order at 9:30 a.m. Attendance was noted. Senator Huppenthal welcomed everyone and introduced Marilyn Jager Adams, Ph.D., Research Associate, Harvard University Graduate School of Education. He indicated Dr. Adams has been a member of several national advisory boards. PRESENTATION Dr. Adams indicated her presentation would address a fundamental topic that while underlying the Task Force’s discussions, probably has not been directly addressed, which is “The Great Debate,” (Attachment B).

75. Portsmouth Herald Local News: Research Firm To Help Students With Reading help states and local school districts choose materials that cover the five concepts of proven reading instruction phonics, phonemics, vocabulary, fluency and http://www.seacoastonline.com/news/02052004/news/74332.htm

Portsmouth, NH Thursday, February 5, 2004 Portsmouth Herald Exeter News-Letter Hampton Union Rockingham News ... Seacoast Yellow Pages. Port. Herald Today's News Archives Business Cartoons ... Xscape Public Records Birth Notices Honor Rolls Milestones Obituaries ... Prop. Sold Weeklies Dover Com. News Exeter News-Letter ... York Weekly Entertainment Concerts Datemaker Dining Exhibits ... TV Times Tourism Attractions History Parks/Beaches Photo Gallery ... Summer Events Local Resources Churches Event Calendar Real Estate Local Links ... Yellow Pages About Us Advertising Circulation Comm. Printing Contact Info ... Submit Forms Research firm to help students with reading By Joe Adler jadler@seacoastonline.com PORTSMOUTH on the water. $239,900. No Brokers Please. Call (603)926-6745. PORTSMOUTH - A local research company has been given $38 million by the U.S. Department of Eduction to help schools teach reading to K-3 students and better meet the standards of No Child Left Behind. RMC Research Corporation of Portsmouth will be the headquarters of the National Reading First Technical Assistance Center. The center will help schools implement Reading First, a $6 billion federal program that works to improve the reading skills of students from disadvantaged backgrounds. "Studies have shown that if a student is not proficient by third grade, it’s going to become harder to teach them the older they get," said Dr. Everett Barnes, president and owner of RMC Research.

76. Pre-K Smarties Phonics Reading Page: Preschool Education Resource, Teaching Read Preschool education resource for parents teaching babies, toddlers and preschoolers at home with phonics, parenting articles, family freebies, and online learning games for children. Thogmartin 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?

77. Phonemics of phonemic awareness of adult readers who are receive continued instruction in phonemics; some instruction as part of word analysis (phonics) instruction.RR. http://www.nifl.gov/readingprofiles/MC_Phonemics.htm

Mini-Course: Introduction to the Mini-Course Reading Components Print Skills (Alphabetics) Phonemics Word Recognition Sight Words Word Analysis Spelling ... References Printer-friendly Page ACRONYMS AND ABBREVIATIONS USED ON THIS PAGE: ARCS = Adult Reading Components Study NRP = National Reading Panel PA = Phonemic Awareness TAAS = Rosner Test of Auditory Analysis Skills A phoneme is the smallest unit of sound of an alphabetic language. For example, may has two phonemes, /m/ /ay/; sit has three phonemes, /s/ /i/ /t/, tax has four phonemes, /t/ /a/ /k/ /s/. Phonemic awareness (PA) is the ability to distinguish our speech sounds. Within PA is also the underlying understanding that these sounds are represented by letters, but PA does not include explicitly linking a letter to its sound; it has only to do with manipulating sounds. When sounds are paired with the letters (graphemes) that represent them, PA is called PHONICS. For example, "Tell me the letter that stands for the sound, /p/ ; or, "What is the first letter you hear in the word

78. SPRING 2000 CLASS SCHEDULE READ (UL) phonics, PAS Analysis Survey Workshop PAS Workshops 14 COMPLETE LE 7. (1) comprehend the differences among phonics, phonetics, and phonemics (2 http://www3.baylor.edu/~Jim_Wiley/SS_02_class_schedule.htm

TENTATIVE CLASS SCHEDULE READING 3302.F1 - Professor Jim Wiley SUMMER I 2002 This tentative schedule identifies the daily assignments. In general the information as presented will be followed throughout the term; however, there may be circumstances that necessitate altering the schedule. If changes are made to the schedule, you will be notified in a timely manner. The Class Preparation section indicates activities that are to be completed prior to class. The bold READ indicates a reading assignment and the bold COMPLETE indicates an engagement activity(ies) that is/are to be completed prior to class. Learning Engagements (LE) are explained in the course syllabus but they contain information relating to the engagement activity that is to be completed prior to class. LEs are due at the beginning of a class session and checked for completeness as well as the quality of responses. In general the LEs are due daily during the summer term. Turning in an incorrect daily assignment is the same as not completing the assignment. Bolded Red font indicates test dates The Learning Objectives column provides specific objectives for the class sessions. These should assist you in your study of the information. While these are not a finite listing of the learning objectives for our study of reading, they should provide you with a focus for your study.

79. SPELD NSW - Bookshop Order Form $49.95, .. 807, Fitzroy Talking Readers, .. $8.15, .. phonemics phonics. 900, Phonemic Awareness in Young Children, .. http://www.users.bigpond.com/speldnsw/bookorder.html

Bookshop Order Form NOTE: Prices in Australian Dollars. Prices quoted include GST. CLICK on the book NUMBER for a catalogue synopsis of the book. Please PRINT this form, fill in the details and return to SPELD via fax or post. No. Title No.of Copies Price Total Cost FOUNDATIONS Early Childhood: Assessment and Education Phonological Awareness A Sound Way Story Stuff Sequencing Stuff Conjunction Stuff - Book 1 Conjunction Stuff - Book 2 Building Walls of Wombats Concept Activities Five Minute Games Singing Alphabet Think It! Say It! "Ther-A-Bee" Answering and Understanding Questions Stage 1 "Ther-A-Bee" Answering and Understanding Questions Stage 2 HAND WRITING Handwriting: Writing Right PARENT INFORMATION A Mind at a Time Reading David: A Mother and Son's Journey Through the Labyrinth of Dyslexia Help Your Child to Learn Dyslexia: The Facts Creating Confident Learners Learning Disability: Practical Help Dyspraxia: The hidden handicap Time to Talk - Parent's Accounts of Children's Speech Difficulties BOOKS FOR STUDENTS WITH SLD The Survival Guide for Kids with LD The Survival Guide for Teenagers with LD Seven Keys to Successful Study The Oxford Junior Thesaurus The School Survival Guide for Kids with LD Social Interaction Personally Speaking ME ME and Others ME and the Community Lines of Communication One In Eleven Developing Literacy (Bks A-G set) Silly Sentences Board Game Card Games - Silly Sentences Card Games - Crazy Eights Card Games - Three-Letter Words Card Games - Three-Word Rhymes Floor Game - Dinosaur dance Floor Game - Rhyming at the Zoo

80. CRSP In Depth decoding words. CRSP emphasizes a variety of reading methods including phonics, phonemic awareness, and word recognition. Our multi http://www.nrsi.com/StaffDevelopment/CRSPinDepth.htm

A Proven Schoolwide Staff Development Program for High, Rapid Reading Gains K-12 CARBO READING STYLES PROGRAM Developed by Marie Carbo, Ed.D. Every child is unique and learns differently. By accommodating each student's natural strengths, every student can learn to read with ease and joy, learning is accelerated, and failure is virtually eliminated. No child is left behind. CRSP has been validated as a research-based reading program by the: U.S. Department of Education, Education Commission of the States, National Staff Development Council, and Milken Foundation. What CRSP Is and What it Does Table of Contents Curriculum, Instruction, and Assessment Grades K-3 Grades 4-6 Grades 7-12 ... Family Support CSRP In-Depth CURRICULUM, INSTRUCTION, AND ASSESSMENT CRSP After reading style identification, learning and teaching strategies can be modified or fine-tuned, and classrooms can be assessed for the most effective grouping, instruction, individual needs, interests, etc. Beginning in kindergarten, teachers will be taught how and when to use a variety of assisted reading methods that rapidly increase reading language knowledge, vocabulary, comprehension, and fluency. One of the most powerful methods that will be introduced is the Carbo Recorded-Book Method, which enables students to read fluently and comprehend textalmost immediatelythat is well above their reading level. The Carbo Recorded-Book Method is central to the instructional materials (consisting of hundreds of titles) that make up the CRSP. Teachers will receive an extensive library of specially audio-recorded, carefully graded literature, including our Power Reading Series, which contains exciting, reproducible short stories, followed by questions and games that provide practice in state reading objectives. All audio-taped materials are recorded by Marie Carbo and Bob Cole using Dr. Carbo's method.

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

Page 4     61-80 of 91    Back | 1  | 2  | 3  | 4  | 5  | Next 20