Phono Manual For Web - Florida Department Of Education
5678901212345678901234567890123456789012Florida Department of n of Public Schools and Community eau of Instructional Support and Community 345678901234567890123456789012Assessment andInstruction inPhonologicalAwareness
This is one of many publications available through the Bureau of Instructional Support andCommunity Services, Florida Department of Education, designed to assist school districts, stateagencies which support educational programs, and parents in the provision of special programs.For additional information on this publication, or for a list of available publications, contact theClearinghouse Information Center, Bureau of Instructional Support and Community Services,Division of Public Schools and Community Education, Florida Department of Education, Room622 Turlington Bldg., Tallahassee, Florida 32399-0400.telephone: (850) 245-0475FAX: (850) 487-2679Suncom: 278-1879e-mail: bric@fldoe.orgwebsite: http://www.firn.edu/doe/commhome/
Assessment andInstruction inPhonologicalAwarenessReprinted 2002Florida Department of EducationDivision of Public Schools and Community EducationBureau of Instructional Support and Community Services
Florida Department of EducationBureau of Instructional Support and Community ServicesShan Goff, ChiefDebby Houston, Administrator, ESE Program Development and ServicesCarol Allman, Supervisor, ESE Program Development and ServicesPaul Gallaher, Program Specialist, ESE Program Development and ServicesThis document was written by Joseph K. Torgesen and Patricia G. Mathis, Florida StateUniversity.This document was edited and designed by Carmy Greenwood, Program Specialist,Clearinghouse Information CenterCopyrightState of FloridaDepartment of State1999Authorization for reproduction is hereby granted to the state system of public education asdefined in section 228.041(1), Florida Statutes. No authorization is granted for distribution orreproduction outside the state system of public education without prior approval in writing.
Assessment andInstruction inPhonologicalAwarenessByJoseph K. Torgesen and Patricia G. MathesFlorida State University
ContentsPreface viiSection 1: Phonological Awareness and Its Importance in Reading 1Research Evidence for the Role of Phonological Awareness in Reading Growth 4Section 2: Assessment of Phonological Awareness 7Information about Measures of Phonological Awareness 10Test of Phonological Awareness 13The Phonological Awareness Test 15Lindamood Auditory Conceptualization Test 19Yopp-Singer Test of Phoneme Segmentation 21Rosner Test of Auditory Analysis 25Test of Invented Spelling 29Section 3: Instruction in Phonological AwarenessGoals of Instruction in Phonological AwarenessGeneral Issues In Teaching Phonological AwarenessPronunciation Suggestions for Individual PhonemesEasy to PronounceSlightly Harder to PronounceHardest to pronounceShort VowelsMaterials Teachers Can Use to Help Children Acquire Phonological AwarenessPhonemic Awareness in Young Children: A Classroom CurriculumSound Start: Teaching Phonological Awareness in the ClassroomSounds AboundThe Phonological Awareness Kit: Beginning and IntermediateThe Phonological Awareness CompanionPeer Assisted Learning Strategies for Beginning ReadersDaisy Quest and Daisy’s CastleWaterford Early Reading Program—Level 1Read, Write, and TypeEarobicsLaunch into Reading Success through Phonological Awareness TrainingPhonological Awareness Training for ReadingThe Lindamood Phoneme Sequencing Program for Reading, Spelling, and Section 4: Software to Build Pre-Reading SkillsPrograms Considered in This ReviewPhonemic Awareness Activities in Software ProgramsMost Highly Recommended Software Programs67686969References 71v
PrefaceThe discovery of the importance of phone mic awareness in early reading is generallythought to be one of the most importantbreakthroughs in reading instruction inthe last 20 years. This manual is written tohelp teachers incorporate assessment andinstruction of phonological awareness intotheir pre-reading and reading curriculum.The first question every busy teacher has aright to ask about this manual is, “Will thishelp me do my job more effectively?” Theanswer in this case is relatively straightfor ward. If you take the time to study theconcepts and materials discussed in thismanual, you will learn how to help morechildren learn to read well.There is now a very strong research baseindicating that at least 20 percent of schoolchildren will experience special difficultieslearning to read without explicit instruc tion to stimulate phonological awareness.Such instruction also appears to acceleratereading development in all children. It isessential that all kindergarten, first, andsecond grade teachers, as well as all teach ers who work with children with readingdisabilities, understand what phonologicalawareness is, how it can be quickly as sessed, and how we can help childrenacquire it.This manual is divided into four mainsections. The first section describes whatphonological awareness is and how it isrelated to reading instruction.The second section presents informationabout the assessment of phonologicalawareness, and the third section describeshow instruction in phonological awarenesscan be integrated into reading instruction.These sections present detailed informa tion on and evaluations of presently avail able tests and curriculum materials in thisarea.—continuedvii
The fourth section presents descriptiveinformation about a range of computersoftware marketed for home and schooluse in building pre-reading skills in youngchildren.We hope teachers will find this manualuseful in their efforts to help all childrenacquire effective literacy skills. We areconvinced that information about phono logical awareness can make a difference ifit is understood and applied properly. Bestwishes in your work with Florida’s chil dren.viii
PhonologicalAwarenessand ItsImportancein ReadingSome of the information in this sectionoverlaps with that found in the pamphlet“What Every Teacher Should Know aboutPhonological Awareness,” which you mayhave already read. If you have read thepamphlet, you may want to skip directly tothe part of this section dealing with addi tional research evidence.One other note before we begin: Whenspeech researchers write about the soundsin words, they use a phonetic alphabetthat has a unique symbol for each of the44 phonemes in our language. Since mostteachers are unfamiliar with this alphabet,we will represent the sounds in words byusing a letter enclosed by slash marks. Forexample, the sounds in the word bat willbe represented like this: /b/-/a/-/t/.Whenever you see a letter enclosed byslash marks in this manual, you shouldthink of the sound of the letter, rather thanits name.What Is PhonologicalAwareness?In order to understand the concept ofphonological awareness, we must firstknow what a phoneme is. A phoneme isthe smallest unit of sound in
phonological awareness is and how it is related to reading instruction. The second section presents information about the assessment of phonological awareness, and the third section describes how instruction in phonological awareness can be integrated into reading instruction. These sections present detailed informa
Section 2: About the Phono Preamp Upgrade Effects of the Modification The phono preamp will be 4 to 8 dB quieter than the stock preamp. Phono High and Phono Cer inputs will no longer be active. You’ll have two more phono inputs because: o The special input will be equalized for phono.
User manual . 2 - 5 Bedienungsanleitung . 6 - 9 Dear Clearaudio customer, congratulations on the purchase of your new nano phono V2 / nano phono headphone V2 MC/MM . The nano phono V2 is a fully Dual Mono Design, designed for use with either MM or MC cartridges. . Abb. 2: Rückansicht Abb
Bruksanvisning för bilstereo . Bruksanvisning for bilstereo . Instrukcja obsługi samochodowego odtwarzacza stereo . Operating Instructions for Car Stereo . 610-104 . SV . Bruksanvisning i original
The phono preamp modules use the same AC-regenerated power sup- ply used by the rest of the Nº32 reference preamp. By designing the . ers—is the ideal foundation on which to build a high performance phono preamp. The industry’s lowest noise amplifiers implement the input side of the phono
the preamp’s front panel. The DH-110 power switch has been tested to provide adequate capacity for any Hafler power amplifier and typical related equipment. You should heed the maximum power rating printed on the back panel of the unit. INPUTS-Magnetic Phono There are two pairs of phono inputs, identified as Phono 1 and Phono 2.
the record player into the "R" PHONO 1 jack. PHONO 2 is provided for the use of a second record player. Connect the cable from the "left" channel of the record player into the "L" PHONO 2 input jack. Connect the cable from the "right" channel of the record player into the "R" PHONO 2 input jack. CONNECTING A STEREO TUNER
Lastly, the best stereo phono preamp is actually two mono phono preamps. With a stack of two mono phono preamps, all the most subtle space and dimensionality cues are preserved. T
The Phono Box RS2 features the most advanced cont-rols to be seen on any phono preamp in this price class! It is an incredibly powerful tool for high-end enthusiasts and professionals who are looking to dive deep into all the settings and features the Phono Box RS2 has to offer. On the other hand
