Kindergarten Reading Programs Computer: Boost Your Child's Reading Skills with Fun and Interactive G

Though there are hundreds of helpful resources online that encourage greater literacy in pre-school and elementary students, only ten were chosen for this ranking. These tools were selected based on a combination of factors. First and foremost, the tools chosen had to be developed either by a coalition of parents and teachers or by a group of teachers who work with real students on reading and literacy in their professional careers. Online reading programs were also chosen, and ranked, based on their affordability, their appeal to parents of homeschooled children, and their use of fully immersive web technologies that appeal directly to young learners. More immersive and interactive programs, like those with slide shows, videos, and interactive games, rank as some of the best and most productive resources today. This reality is reflected in their placement within the ranking.

Kiz Phonics draws a great deal of its instructional inspiration from programs like Hooked on Phonics, which was one of the first programs to emphasize phonics and phonetics in literacy education. With that being said, the program is also differentiated in several key ways. First and foremost, Kiz Phonics is developed by a 27-member panel of teachers who work daily in reading and language arts education. The program also has the support of several tenured professors of language from around the country.

kindergarten reading programs computer

Download: https://rioficmjacdo.blogspot.com/?kt=2vCAzt

There is one problem that has almost always stopped homeschoolers and budget-weary parents in their tracks: licensing fees for literacy programs. Many of the most popular literacy programs, even those offered primarily for home use, require steep subscription and licensing fees that can eat into family budgets. This makes it hard to review, or to teach, the most basic literacy and reading comprehension concepts with early learners. Reading Bear was founded to put a stop to this problem. All of its literacy and reading comprehension lessons are completely free for home use, making this tool the best option for parents on a tight budget.

Our online reading programs for kindergarten are developed by experienced classroom teachers. These evidence-based kindergarten reading programs include hundreds of interactive learning activities to guarantee success.. With over 70 comprehensive online learning titles to choose from, you are sure to find the perfect solution to fit your needs. Search titles by grade level, and or subject area using the drop-down menus below.

Now, some data are available. In a nationally representative survey, the Education Week Research Center asked K-2 and special education teachers what curricula, programs, and textbooks they had used for early reading instruction in their classrooms.

Many teachers will be using supplemental phonics and word-recognition materials to enhance reading instruction for their students. In this article, the authors provide guidelines for determining the accessibility of these phonics and word recognition programs.

This article examines the content and instructional plans of phonics and word recognition to be used with children with reading disabilities. Information is provided about the content of effective word-recognition instruction. Guidelines are included based on this information as well as on 4 other aspects of reading instruction (i.e., oral language development, print awareness, reading aloud, and independent wide reading) that are central to any accessible and effective classroom program. These guidelines will assist educators in selecting programs that enable all children to be successful in learning to read.

These commercially published basal reading programs are particularly important because they are typically adopted by a school or district and become the cornerstone of instruction for most classrooms. Recent reviews of the major commercial programs (Smith et al., in press; Stein, Johnson, & Gutlohn, 1998) have revealed that word- recognition instruction and instruction in oral language skills related to word recognition were inadequately represented. Stein et al. found that few programs included an explicit phonics approach, and student reading selections often did not correspond to the words children were learning during word-recognition instruction making most of the selections inaccessible to the readers.

In addition to the basal programs, teachers often supplement their regular instruction with published phonics programs. These programs are commonly used with students identified as having reading disabilities. Many parents seek out such programs to use at home if they are concerned that their children are experiencing difficulty learning to read in school. There are literally hundreds of supplementary programs on the market, and new programs appear regularly. These programs take many forms. Many appear in traditional print form that feature board and card games, flash cards, word lists, story books, and workbooks. Some combine traditional instructional materials with audiotapes, electronic games, videotapes, and computer discs. Still other programs provide essentially all instruction by computer.

This article is designed to be used to examine the content and instructional plans of phonics and word-recognition instruction to be used with children with reading disabilities. The purpose of the article, however, is not to explore the many meanings, interpretations, and merits of phonics and word-recognition instruction. Rather, the purpose of the article is to help those who intend to use commercially published programs of instruction to make good choices that will benefit both teachers and students with reading disabilities. Such an examination can provide information about the content of a program's word-recognition instruction and its suitability for providing access to the general curriculum for students with reading disabilities.

There is no set rule about how quickly or how slowly to introduce sound-letter relations. Obviously, it is important to gauge the rate of introduction by the performance of the group of children with whom the program is being used. Furthermore, there is no agreed on order in which to introduce sound-letter relations. The advice most often given is to avoid programs that teach all possible sound-letter relations before providing real reading practice. Rather, the sound-letter relations should be selected so that the children can read words as soon as possible. That is, the initial sound-letter relations presented in a program should have high utility. For example, m, a, t, and th are of high utility, whereas gh as in through, ey as in they, and a as in want are of less high utility. It should be noted that programs that present all of the consonants before any of the vowels are taught do not allow children to read words, even after they have learned several sound-letter relations.

A weak foundation in oral language may impede children's progress in reading (Snow et al., 1998). To comprehend written language, children must have some familiarity with the vocabulary and sentence structures they encounter in their stories and school texts. Constructive oral language experiences in the classroom are important for all children, but they are especially so for children with reading disabilities and for those who have had fewer opportunities to develop the kind of language needed for reading. For these reasons, kindergarten instruction needs to capitalize on every opportunity to engage children in thoughtful discussions, explanations, and demonstrations. Listening is another aspect of oral language development. Children need to listen carefully to follow directions. Listening comprehension is an important contributor to reading comprehension (Menyuk, 1988). Consequently, kindergarten instruction should provide opportunities for children to listen as well as to speak. These opportunities can come in giving and following directions, class discussions, storybook reading, and games. Children's comprehension of written language depends in large part on their effective use and understanding of oral language (Snow et al., 1998). Language experiences are a central component of good reading instruction. Children learn a great deal about the world, about themselves, and about each other from spoken language.

Recent reauthorization of the Individuals with Disabilities Education Act (1997) has placed greater emphasis on the inclusion of children with LD in the general education curriculum. This emphasis on curricular inclusion demands that the methods and materials used for instruction be accessible to a full range of students. To date, analyses of commercially published reading programs present in the literature have revealed that the design of materials is typically based on instructional principles that make them inaccessible to children with LD (e.g., Smith et al., in press; Stein et al., 1998). It is not realistic to expect that school districts will undertake time-consuming and labor-intensive analyses before purchasing commercially published reading programs. However, the quality of programs used to teach beginning reading to children with and without reading disabilities is critical. Hopefully, these guidelines will assist educators in selecting and implementing reading programs that enable all children to be successful in learning to read.

Smith, S. B., Simmons, D. C., Gleason, M. M., Kame'enui, E. J., Baker, S. K., Sprick, M., Gunn, B., Thomas, C. L., Chard, D. J., Plasencia- Peinado, J., & Peinado, R. (in press). An analysis of phonological awareness instruction in four kindergarten basal reading programs. Reading & Writing Quarterly. 2ff7e9595c