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Early Childhood

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Phonological Awareness

The chart below gives the types of phonological awareness activities. Broader phonological awareness Broader phonological awareness Narrower phonological awareness Narrower . . . read more

What is Phonemic Awareness?

Phonemic awareness is the ability to notice, think about, and work with the individual sounds in spoken words. Before children learn to read print or braille, they need to become aware of how the sounds in the words work. They must . . . read more

Four Ways to Increase Fluency

  Model Good Oral Reading for your students When you read orally in a natural manner, you model fluent reading. Draw attention to how you are reading/explain why. (Some researchers have said that about . . . read more

Early Childhood

This section under construction! Early ACCESS - Early Intervention in Iowa Early ACCESS - Vision Checklist (Rev 1/7/2019) Family Support Group Brochure read more

What Phonemic Awareness is Not

Although phonemic awareness is a widely used term in reading, it is often misunderstood. One misunderstanding is that phonemic awareness and phonics are the same thing. They are not!  Phonemic awareness is the understanding . . . read more

Determining the Main Idea

The term main idea refers to determining what is important. It is often confused with the topic of an expository (explanatory) text. But it is much more than that. Often it is determined by using the sum of the information provided. However, . . . read more

To Help with Language Building Parents should consider toys that…

talk or produce sounds have cause and effect emit light, are brightly colored, have high contrast are simple, with contrasting patterns of lines and shapes light up during play have interesting surfaces and textures . . . read more

Techniques for Dialogic Reading

Dialogic reading means taking turns in a conversation, or dialog, about a book or reading and talking about it.  Researchers have determined that when children are engaged in repeating, correcting and expanding their use of language . . . read more

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