The Intensive Phonological Awareness (IPA) Program / Edition 1

by C. Schuele

Overview

Transform struggling readers into successful readers with this field-tested, evidence-based phonological awareness program. This supplemental Tier 2 curriculum is the ideal way to deliver systematic, intensive phonological awareness instruction to students in Grades K–2, whether they have language impairments or just need extra help with literacy skills. Developed by SLPs, this proven program helps you sharpen struggling students' phonological awareness skills through focused, small-group lessons that take just 30 minutes each. And the IPA Program walks you through every step, with explicit guidance, suggested scripts, teaching strategies, and tips on what to do when a student is still struggling with a skill. A must-have for SLPs and reading specialists!

USE THE IPA PROGRAM TO

• align instruction with the goals of the Common Core State Standards Initiative
• deliver high-quality RTI Tier 2 instruction
• improve four critical phonological awareness skills: rhyming, initial sounds, final sounds, and complete segmentation
• scaffold lessons and adapt the pace of instruction
• get results without significant time investment—just 30 minutes, three times a week
• enhance any existing curriculum

PRACTICAL MATERIALS: 100+ pages of downloadable classroom content! Game boards, word lists, implementation checklists, and more than 20 sets of colorful picture cards help students learn and retain phonological awareness skills in fun and engaging ways.

Please note: The ancillary materials for this program are now available online for convenient download. No CD-ROM is necessary! Please see the About the Ancillary Materials page in the front matter of your book for more information.

Product Details

ISBN-13:	9781598571189
Publisher:	Brookes Publishing
Publication date:	08/01/2014
Pages:	180
Sales rank:	677,720
Product dimensions:	8.40(w) x 10.80(h) x 0.40(d)
Age Range:	18 - 8 Years

About the Author

C. Melanie Schuele, Ph.D., CCC-SLP, received her doctoral degree from the University of Kansas and is an associate professor at Vanderbilt University in the Department of Hearing and Speech Sciences. Dr. Schuele is a fellow of the American Speech-Language-Hearing Association. She teaches courses in child language acquisition and disorders. Her research and clinical interests include the nature of language and reading acquisition in children with language impairments. Dr. Schuele has many years of pediatric clinical experience in a variety of settings, including public schools, a pediatric hospital, and university clinical and research facilities.

Naomi D. Murphy, M.S., CCC-SLP, is a speech language pathologist working in public school early intervention and in private practice in Walnut Creek, California. She provides speech-language services to children with communication impairments in clinical and public school settings. Ms. Murphy conducted a pilot study with The Intensive Phonological Awareness (IPA) Program as her master's thesis. She received her master's degree from the University of Nevada, Reno.

Louisa Cook Moats, Ed.D., has published many book chapters, journal articles, and policy papers on reading instruction. Formerly Project Director at the District of Columbia Public Schools site of the National Institute of Child Health and Human Development (NICHD) Early Interventions Project, Dr. Moats is now an independent consultant and writer who specializes in the professional development of teachers of reading and writing. Dr. Moats spent the 1996-1997 school year as a visiting scholar at the Sacramento County Office of Education, where she authored and presented leadership training materials on early reading for the California State Board of Education. These materials are now required content in all of the professional development programs conducted under Assembly Bill 1086 in California. Dr. Moats received her Bachelor of Arts degree from Wellesley College, her Master of Arts degree from Peabody College of Vanderbilt University, and her doctorate of education in reading and human development from the Harvard Graduate School of Education. She worked as a teacher, neuropsychology technician, and specialist in learning disorders prior to her doctoral training. She was a licensed psychologist in private practice for 15 years in Vermont and a graduate instructor both at Harvard and at St. Michael's College in Winooski, Vermont, where she developed innovative courses for teachers linking the disciplines of linguistics and reading education. Specializing in reading development, reading disorders, spelling, and written language, she has written and lectured widely throughout the United States and abroad. She has taught courses in teacher education at the Greenwood Institute in Putney, Vermont, and at Simmons College in Boston. Her publications include this text's companion workbook, Speech to Print Workbook: Language Exercises for Teachers (Paul H. Brookes Publishing Co., 2003); journal articles; book chapters; a classroom basal spelling program; a book titled Spelling: Development, Disability, and Instruction (York Press, 1995); and a book for parents, co-authored with Susan L. Hall, Straight Talk About Reading: How Parents Can Make a Difference in the Early Years (Contemporary Books, 1999).

Table of Contents

Contents of the Ancillary Material
About the Ancillary Materials
About the Authors
Foreword Louisa Cook Moats
Acknowledgments

I    Overview
Chapter 1 Development of Phonological Awareness
Chapter 2 Development of the Intensive Phonological Awareness Program
Chapter 3 Implementing the Intensive Phonological Awareness Program
II    Lesson Plans
Week 1 Overview
Session 1 Introduction of Rhyme and Rhyme Judgment
Session 2 Rhyme Judgment
Session 3 Rhyme Judgment and Introduction to Rhyme Matching

Week 2
Session 4 Rhyme Matching and Rhyme Odd-One-Out
Session 5 Rhyme Matching and Rhyme Sorting
Session 6 Rhyme Sorting and Introduction to Rhyme

Week 3
Session 7 Rhyme Generation
Session 8 Rhyme Generation
Session 9 Rhyme Generation and Introduction of Initial Sound Judgment

Week 4
Session 10 Initial Sound Judgment
Session 11 Initial Sound Judgment and Initial Sound Odd-One-Out
Session 12 Initial Sound Odd-One-Out and Introduction of Initial Sound

Week 5
Session 13 Initial Sound Matching
Session 14 Initial Sound Matching and Initial Sound Sorting
Session 15 Initial Sound Matching and Initial Sound Sorting and Introduction to Initial Sound Segmentation

Week 6
Session 16 Initial Sound Segmentation
Session 17 Initial Sound Segmentation and Initial Sound Generation
Session 18 Initial Sound Generation and Introduction to Final Sound Judgment

Week 7
Session 19 Final Sound Judgment
Session 20 Final Sound Judgment
Session 21 Final Sound Judgment and Introduction to Final Sound Matching

Week 8
Session 22 Final Sound Matching
Session 23 Final Sound Matching and Final Sound Sort
Session 24 Final Sound Matching and Final Sound Sort and Introduction to Final Sound Segmentation

Week 9
Session 25 Final Sound Segmentation
Session 26 Final Sound Segmentation and Final Sound Generation
Session 27 Final Sound Generation and Introduction to Initial Word Segmentation

Week 10
Session 28 Segmentation of CV, VC words (continuants); Introduction of CVC (continuants)
Session 29 Segmentation and Blending of Continuant CV, VC, and CVC Words
Session 30 Segmentation and Blending of CV, VC, and CVC Words with Continuant and Stop Consonants

Week 11
Session 31 Blending CVC (Continuants) and Segmentation CVC (Stops)
Session 32 Segmentation of CV, VC, and CVC Words (Stops and Continuants)
Session 33 Segmentation and Blending: Continuants and Stops

Week 12
Session 34 Segmentation, Including Segmentation of Words with Blends
Session 35 Segmentation, Including Segmentation of Words with Blends
Session 36 Segmentation and Blending
References
Appendix A Master Word Grid
Appendix B International Phonetic Alphabet
Index

Editorial Reviews

“Group intervention, individual sessions, classroom collaboration, even RTI—this program has a place in today's standards-based literacy curriculum. This is a gem!”

Judy K. Montgomery