20 Minute Phonemic Training for Dyslexia, Auditory Processing, and Spelling presents a complete, systematic process for addressing phonemic and phonic training. 20 Minute Phonemic Training for Dyslexia, Auditory Processing, and Spelling includes:
• Informal Assessment
• Directions for implementation
• Strategies for blending, segmenting, vowel discrimination, and tracking sounds in syllables
• Reproducible Word lists, Student Worksheets and Record Sheets
• 134 real word lists comparing syllables with one phoneme change comparison
• 134 words and sentences with leveled reading, spelling & writing exercises
• Phonic Rules Chart for Short and Long Vowel spelling patterns
• Word Lists for phonic spelling patterns related to vowel tone
• Sample Goals and Objectives for Intervention and Individual Education Plans
“My son Josh went through this program when he was in elementary school. My husband and I have always credited Mrs. Dinsmore with how well Josh did in school. We feel that he would have struggled when he was older. We were amazed at the growth he made with his reading and writing. These were areas that he avoided when working at home with us.”
— Melissa Finley, parent and 3rd grade teacher of 32 years
20 Minute Phonemic Training for Dyslexia, Auditory Processing, and Spelling is an invaluable tool for the Speech Language Pathologist or Intervention Specialist working with children demonstrating dyslexia, auditory processing disorders, or are simply experiencing difficulties acquiring reading and spelling skills in elementary schools. Tutors working with adults who have not learned to read and spell fluently may use 20 Minute Phonemic Training for Dyslexia, Auditory Processing, and Spelling for tutoring lessons as well. The exercises are adaptable for any age.
20 Minute Phonemic Training for Dyslexia, Auditory Processing, and Spelling
A Complete Resource for Speech Pathologists, Intervention Specialists, and Reading Tutors
By Vickie DinsmoreiUniverse
Copyright © 2017 Vickie Dinsmore
All rights reserved.
ISBN: 978-1-5320-2879-3Contents
Introduction, 1,
Before Beginning, 3,
Phonemic Assessment, 4,
Directions for 20 Minute Phonemics, 5,
After the Pages are Selected, 8,
Strategies for Blending When Students Struggle, 10,
Strategies for Tracking and Segmenting Sound Changes Between Syllables, 10,
Reading, 11,
Writing, 11,
Day 1 with the student: The Sound and Letter Story, 13,
CVC SET 1 SHORT VOWEL TONES,
CVC Labials, Alvoelars, Voiced and Voiceless Pairs, 17,
CVC Labials, Alvoelars, Voiced and Voiceless Pairs, 18,
CVC Labials, Alvoelars, Voiced and Voiceless Pairs, 19,
CVC Labials, Alveolar, Palatals, Dentals Voiced and Voiceless Pairs, 20,
CVC Labials, Alveolar, Palatals, Dentals Voiced and Voiceless Pairs, 21,
CVC Labials, Alveolar, Palatals, Dentals Voiced and Voiceless Pairs, 22,
CVC Velars, Alveolar, Palatals, 23,
CVC Velars, Alveolar, Palatals, 24,
CVC Velars, Alveolar, Palatals, 25,
CVC SET 2 LONG AND SHORT VOWEL TONES,
CVC Long and Short Vowels with Labials, Alveolar, Voiced and Voiceless Pairs, 29,
CVC Long and Short Vowels with Labials, Alveolar, Voiced and Voiceless Pairs, 30,
CVC Long and Short Vowels with Labials, Alveolar, Voiced and Voiceless Pairs, 31,
CVC Labials, Alveolar, Palatals, Dentals with long and short vowels, 32,
CVC Labials, Alveolar, Palatals, Dentals with long and short vowels, 33,
CVC Labials, Alveolar, Palatals, Dentals with long and short vowels, 34,
Velars, Alveolar, Palatals, Dentals With long and short vowels, 35,
Velars, Alveolar, Palatals, Dentals With long and short vowels, 36,
Velars, Alveolar, Palatals, Dentals, 37,
CCV and CCVC SET 3 LONG AND SHORT VOWEL TONES,
Reversals, 41,
Practice Lists for /r/ phoneme reversals, 43,
How to Treat Sound Reductions and Reversals, 44,
CCV All Consonant Sounds with Long Vowels in /s/ Blends,, 46,
CCV All Consonant sounds with /s/, /r/ and /l/ blends, 47,
CCV All Consonant sounds with /s/, /r/ and /l/ blends, 48,
CCVC s Blends, 49,
CCVC s Blends, 50,
CCVC s Blends, 51,
CCVC l Blends, 52,
CCVC l Blends, 53,
CCVC l Blends, 54,
CCVC r Blends, 55,
CCVC r Blends, 56,
CCVC r Blends, 57,
CCVC r and l Blends, 58,
CCVC r and l Blends, 59,
CCVC r and l Blends, 60,
CVCC and CCVCC, 61,
CVCC and CCVCC, 62,
CVCC and CCVCC, 63,
CVCC and CCVCC, 64,
CVCC and CCVCC, 65,
CVCC and CCVCC, 66,
Afterword, 67,
Appendix A, 69,
Appendix B, 72,
Appendix C, 74,
Appendix D, 83,
Appendix E, 84,
Appendix F, 87,
Glossary, 90,
Bibliography, 95,
INTRODUCTION
20 Minute Phonemic Training for Dyslexia, Auditory Processing, and Spelling provides speech language pathologists and intervention specialists with strategies and a systematic process to address phonemic skill developmental delays that result in reading and writing fluency delays and disorders. The exercises featured support Reading and Writing skill development in the classroom by first developing skills in a small group or individual setting. The system presented develops phonemic and phonological awareness, auditory memory for sounds in words, auditory discrimination between phonemes and mapping of phonemes to letters.
For some students, classroom lessons about rhyme, learning to identify beginning, middle and ending sounds in words and learning word families and phonic rule patterns are not enough to enable them to understand how sounds and letters work together to form the written word. Their auditory systems prevent them from "making sense" of the sound system of our language. {See notes at the end of this section}
The exercises in 20 Minute Phonemic Training for Dyslexia, Auditory Processing, and Spelling provide 'motor' clues/cues to help students match what they 'feel' with what they hear and see. Providing one sensory [motor or "feeling"] cue between each syllable enables students to make sense of sound/letter relationships and phonic rules governing the English language.
Only ONE sound changes between each syllable to simplify the task of finding sound changes between words. Real words are used for MOST phoneme changes. Learning to recognize when a word is not a word also helps students realize when something does not make sense to cue them to reread for comprehension. Each vowel tone presents as a comparison between only two vowel tones at a time. Combinations of tones are paired by similarity in tone and proximity of production in the mouth. Words presented in similar pairs support development of auditory discrimination between vowel tones, voiced to voiceless phonemes, and other similar phonemes.
In the glossary, a list of labels is included for the descriptive labels used to group sounds by the movements of tongue, jaw, and lips along with meanings of words from the lists that may be unfamiliar to typical children.
A phonic rule chart is included to identify sound and letter patterns associated with short and long vowels {Appendix D}. Some pages contain spellings for phonic rule patterns. The phonic chart shows how vowel sounds determine spelling patterns.
Excerpted from 20 Minute Phonemic Training for Dyslexia, Auditory Processing, and Spelling by Vickie Dinsmore. Copyright © 2017 Vickie Dinsmore. Excerpted by permission of iUniverse.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.
