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Teaching thousands of
children to learn to read!
Contact us now.
The NewPhonics - Kindergarten Reading Program is:
- An advanced form of teaching phonics for early childhood education that teaches phonemic awareness as well as letter name and sound knowledge.
- Based on the most recent theories and findings in the field of reading research.
- An interactive, scaffolded, early childhood education literacy program designed specifically to be used with children in the earliest stages of formal instruction.
- Developmentally appropriate.
- Proven effective with diverse kindergarten populations including suburban, urban, and rural kindergarten children, special populations (special ed, reading disabled / at-risk readers, ESL, TESL, TESOL, TITLE 1, prefirst grade children, speech language impaired and children with limited English skills.)
- An innovative method of teaching phonics that incorporates numerous effective instructional features known to enhance achievement outcomes; these features include active student participation, teacher modeling techniques that involve immediate corrective feedback, multisensory feedback, mnemonic strategies, overlearning, spaced practice, and cumulative review.
- Designed to be used with the entire classroom.
- Teacher friendly.
- Entertaining for the children; materials and activities include engaging puppets, word play, face-cards, a sound-symbol cheer, and phonemic awareness games played on individual magnetic sound boards using magnetic letters.
- Well-sequenced, systematic, and explicit instruction.
- Cost effective because the number of children requiring costly remedial programs in first grade is reduced.
- Last but not least... Fun! A key element in phonics reading programs.
These traits are what makes NewPhonics stand out amongst other early reading programs. NewPhonics has been implemented in classrooms nationwide with exemplary results.
NEW FOR THE HOME!
Songs, pictures, and great learning fun from Early Literacy Methods - see more at:
EarlyPhonics.com |
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NEWSLETTER
Effective Instructional Features:
- Active student participation
- High degree of teacher/student interaction
- Multisensory program, auditory, visual, and kinesthetic
- Consistent teacher modeling
- Mnemonic strategies
- Motor feedback
- Cumulative practicing, spaced over time
- Ongoing review with immediate corrective feedback
- Kindergarten letter awareness
- Phonemic awareness instruction
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About the Author
Ricki Korey Birnbaum, Ed.D., is director and founder of Effective Literacy Methods, devoted to the development and testing of research-based literacy programs and materials. Dr. Birnbaum's goal is to develop high quality instruction that has been rigorously tested in controlled classroom field studies and empirically shown to enhance literacy outcomes. NewPhonics is the product of a seven year  development process.
Dr. Birnbaum is a learning specialist and educational researcher with diverse experience in clinical, research, classroom and remedial settings. From 1986 to 1995, Dr. Birnbaum was the Director of the Center for Learning and Program Planning where she conducted psychoeducational testing and worked closely with parents and schools in the development of Individual Education Plans.
Dr. Birnbaum is affiliated with the Margaret Warner School of Education and Human Development at the University of Rochester. She has taught courses in reading and reading disorders and has ongoing involvement in professional development workshops and inservice training. In addition to research into the processes of early literacy acquisition, Dr. Birnbaum has studied children with Attention Deficit Disorder and was the co-developer of an objective instrument used in the clinical diagnosis of ADD at Strong Memorial Hospital. Dr. Birnbaum received her Ed.D. at the University of Rochester and earned her Masters of Science at Nazareth College in Rochester, NY, with specialties in reading and learning disorders. As an undergraduate, Dr. Birnbaum attended the University of Illinois where she majored in elementary education.
Dr. Birnbaum taught for several years in the Chicago Public Schools, teaching first grade where her interests in the early stages of literacy development began.
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