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| About the Authors | |
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| Preface | |
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| Acknowledgments | |
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| The Nature and Importance of Phonemic Awareness | |
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| What Research Says About Phonemic Awareness | |
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| About the Structure of Language | |
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| Phonemic Awareness in Young Children: A Classroom Curriculum | |
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| Notes to the Special Education Teacher | |
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| The Structure of the Program | |
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| The Language Games | |
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| About the Use of the Language Games | |
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| Overview of the Program | |
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| Brief Description of the Games in Practice | |
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| Listening Games | |
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| Listening to Sounds | |
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| Listening to Sequences of Sounds | |
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| Jacob, Where Are You? | |
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| Hiding the Alarm Clock | |
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| Who Says What? | |
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| Whisper Your Name | |
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| Nonsense | |
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| Whispering Game | |
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| Do You Remember? | |
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| Rhyming | |
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| Poetry, Songs, and Jingles | |
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| Rhyme Stories | |
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| Emphasizing Rhyme Through Movement | |
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| Word Rhyming | |
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| Can You Rhyme? | |
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| The Ship Is Loaded with | |
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| Action Rhymes | |
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| Rhyme Book | |
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| Words and Sentences | |
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| Introducing the Idea of Sentences | |
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| Introducing the Idea of a Word | |
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| Hearing Words in Sentences | |
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| Exercises with Short and Long Words | |
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| Words in Context and Out | |
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| Awareness of Syllables | |
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| Clapping Names | |
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| Take One Thing from the Box | |
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| The King's/Queen's Successor | |
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| Listening First, Looking After | |
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| Troll Talk I: Syllables | |
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| Initial and Final Sounds | |
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| Guess Who | |
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| Different Words, Same Initial Phoneme | |
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| Finding Things: Initial Phonemes | |
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| I'm Thinking of Something | |
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| Word Pairs I: Take a Sound Away (Analysis) | |
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| Word Pairs II: Add a Sound (Synthesis) | |
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| Different Words, Same Final Phoneme | |
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| Finding Things: Final Phonemes | |
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| Spider's Web | |
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| With Word Pair I | |
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| With Word Pair II | |
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| Phonemes | |
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| Two-Sound Words | |
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| Basic Three-Sound Words | |
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| Analysis to Synthesis | |
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| Synthesis to Analysis | |
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| Analysis and Synthesis | |
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| Consonant Blends: Adding and Subtracting Initial Sounds | |
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| Analysis to Synthesis | |
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| Synthesis to Analysis | |
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| Analysis and Synthesis | |
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| Consonant Blends: Inserting and Removing Internal Sounds | |
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| Analysis to Synthesis | |
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| Synthesis to Analysis | |
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| Analysis and Synthesis | |
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| Building Four-Sound Words | |
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| Guess a Word | |
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| Troll Talk II: Phonemes | |
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| Introducing Letters and Spellings | |
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| Guess Who: Introducing Sounds and Letters | |
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| Picture Names: Initial Sounds and Letters | |
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| I'm Thinking of Something: Initial Sounds and Letters | |
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| Picture Names: Final Sounds and Letters | |
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| Picture Search: Initial or Final Consonants | |
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| Introduction to How Words Are Spelled: Add a Letter | |
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| Swap a Letter | |
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| Sounding Words | |
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| Assessing Phonological Awareness | |
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| The Assessment Test | |
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| Materials | |
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| The Testing Procedure | |
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| Detecting Rhymes | |
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| Description | |
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| Administration | |
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| Scoring | |
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| Counting Syllables | |
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| Description | |
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| Administration | |
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| Scoring | |
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| Matching Initial Sounds | |
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| Description | |
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| Administration | |
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| Scoring | |
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| Counting Phonemes | |
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| Description | |
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| Administration | |
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| Scoring | |
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| Comparing Word Lengths | |
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| Description | |
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| Administration | |
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| Scoring | |
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| Representing Phonemes with Letters | |
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| Description | |
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| Administration | |
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| Scoring | |
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| Interpreting the Results | |
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| Phonetic Symbols and Classifications of American English Consonants and Vowels | |
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| Suggested Kindergarten Schedule | |
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| Suggested First-Grade Schedule | |
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| Accompanying Materials and Resources | |
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| Advanced Language Games | |
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| Annotated Bibliography of Rhyming Stories | |
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| Poems, Fingerplays, Jingles, and Chants | |
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| Index | |