Buy Reading for Adults - Cheapsoftwareprice.com.

Phonics Based Reading for Adults

Product Information

This guide, designed by teachers for teachers, summarizes what researchers have discovered about how to successfully teach children to read. It describes the findings of the National Reading Panel Report and provides analysis and discussion in five areas of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Each section defines the skill, reviews the evidence from research, suggests implications for classroom instruction, describes proven strategies for teaching reading skills, and addresses frequently raised questions.  Our understanding of “what works” in reading is dynamic and fluid, subject to ongoing review and assessment through quality research.  This guide begins the process of compiling the findings from scientifically-based research in reading instruction, a body of knowledge that will continue to grow over time.  

Subjects Covered

• Introduction
  
  
• Phonemic awareness instruction
  
  
• Phonics instruction
  
  
• Fluency instruction
  
  
• Vocabulary instruction
  
  
• Text comprehension instruction

Educational Feature

You can't read well if you can't automatically recognize words.  This program builds reading ability by teaching the sound components of words and the link between these sound and the letters which represent them.


Phonemic awareness instruction
Phonemic awareness is the ability to notice, think about, and work with the individual sounds in spoken words. Before children learn to read print, they need to become aware of how the sounds in words work. They must understand that words are made up of speech sounds, or phonemes.  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. Phonemic awareness is not phonics. Phonemic awareness is the understanding that the sounds of spoken language work together to make words. Phonics is the understanding that there is a predictable relationship between phonemes and graphemes, the letters that represent those sounds in written language.

Phonics instruction
Phonics instruction teaches the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. It teaches how to use these relationships to read and write words.

Fluency instruction
Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression.  Their reading sounds natural, as if they are speaking. Readers who have not yet developed fluency read slowly, word by word. Their oral reading is choppy and plodding.  Fluency is important because it provides a bridge between word recognition and comprehension. Because fluent readers do not have to concentrate on decoding the words, they can focus their attention on what the text means. They can make connections among the ideas in the text and between the text and their background knowledge. In other words, fluent readers recognize words and comprehend at the same time. Less fluent readers, however, must focus their attention on figuring out the words, leaving them little attention for understanding the text.

Vocabulary instruction
Vocabulary refers to the words we must know to communicate effectively. In general, vocabulary can be described as oral vocabulary or reading vocabulary. Oral vocabulary refers to words that we use in speaking or recognize in listening. Reading vocabulary refers to words we recognize or use in print. Vocabulary plays an important part in learning to read. As beginning readers, you use the words you have heard to make sense of the words you see in print. Consider, for example, what happens when a beginning reader comes to the word dig in a book. As they begin to figure out the sounds represented by the letters d, i, g, the reader recognizes that the sounds make up a very familiar word that they have heard and said many times. Beginning readers have a much more difficult time reading words that are not already part of their oral vocabulary.  Vocabulary also is very important to reading comprehension. Readers cannot understand what they are reading without knowing what most of the words mean. As you learn to read more advanced texts, they must learn the meaning of new words that are not part of their oral vocabulary.

Text comprehension instruction
Comprehension is the reason for reading. If readers can read the words but do not understand what they are reading, they are not really reading.  As they read, good readers are both purposeful and active.  Text comprehension is important because comprehension is the reason for reading.  

Product Features

• Instructions Given By Voice:  Reading not required after product is installed.
  
  
• Easy Start: With short vowels and simple words. Option to start at a higher level.
  
  
• Hundreds of Exercises:  Contains over 2,000 vocabulary words.
  
  
• Automatically Progresses:  At the student's own pace, to more advanced materials in three different skill levels.
  
  
• Provides Extra Practice:  Program automatically branches off to provide extra practice on difficult areas as needed by the student.
  
  
• Provides Positive Feedback:  Displays student's progress with bar charts which can be printed.

System Requirements

• Windows 95, 98, Me, 2000, XP
  
  
• Pentium processor
  
  
• 16MB available RAM
  
  
• 15MB available hard drive space
  
  
• Monitor set-up: 800x600, 16-bit (thousands of colors)
  
  
• CD-ROM Drive