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Favorite Books for Kids with Learning and Attention Issues

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Favorite Books for Kids with Learning and Attention Issues

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We asked our Reading Rockets friends (parents, classroom teachers, special education teachers, librarians, and others) to share their own experiences in finding great books that appeal to with kids with learning and attention issues - including dyslexia and other language-based disabilities, ADD/ADHD, and autism spectrum disorder.

We asked what books are most engaging and motivate kids to pick up a new book and keep reading. We learned that certain genres (humor, mysteries, fantasy and science fiction) are especially appealing, as well as certain topics (action and adventure, school days, and sports) and formats, including graphic novels and beginning chapter books - especially if they are part of a series.

We expected to see Dav Pilkey's wildly popular Captain Underpants series mentioned a lot (and it was), but were excited to learn about other series and characters that kids really love. Take a look below at what we discovered - and be sure to add some of your own favorites in the Comments section.

What you'll find here:

The appeal of book series

The great majority of book titles recommended by our survey takers were part of a series. Series books reintroduce beloved characters in new stories, with recognizable plot structures and familiar storylines such as making friends, solving mysteries, or going on amazing adventures. The author's writing style also begins to feel familiar. These features can be reassuring to readers and make them eager to dive into the next book.
"I find series work well since the kids will usually read the entire series and they feel as if they know the characters."
Browse the lists below to find lots of recommendations for series that appeal to kids. If you want to dig deeper, use Book Finder to search for more titles.

Genres: humor, fantasy, mysteries, historical fiction and more

Humor

Many of the recommended books have humor at their core. One survey respondent said, "The humor captures their interest and they want to read more."
"All children no matter their challenges love to laugh and have a good time, so any book that can spark that within them will be a big hit and get them going on the great journey to enjoy literacy."
In the panel discussion, How to Get and Keep Boys Reading, author Jon Scieszka (and founder of the Guys Read initiative) makes a plea for more "funny books" ... "a kid gets one of those books and he's just going to give it to his friends."
Survey recommendations: More recommended books from Reading Rockets:
Fantasy and science fiction

There's a reason that the Harry Potter books are among the most widely read stories ever. And why the Chronicles of Narnia books, the Hobbit series, and A Wrinkle in Time are enduring classics. Fantasy and science fiction ignite a child's imagination - anything is possible and the genre stretches our thinking and curiosity muscles.

Fantasy and science fiction allow young readers to experiment with different ways of seeing their world. You can explore a "what if ..." scenario and make connections between a fantasy world and the real one.
Survey recommendations: More recommended books from Reading Rockets:
Mysteries

Mysteries and detective stories have always been popular. The books are fun, and they keep kids using their critical thinking skills - guessing, inferring, predicting, and solving. Our readers recommend the Geronimo Stilton series, featuring a very funny mouse detective. Also popular: Chet Gecko, a wisecracking fourth-grade detective (think Sam Spade) who along with his mockingbird sidekick, solve schoolyard mysteries.

Kid detectives are very popular, from Encyclopedia Brown, where readers solve each mystery alongside the protagonist, to Cam Jansen, who uses her photographic memory to solve neighborhood mysteries. For kids who love sports, the Ballpark Mysteries are a perfect combination of sleuthing, trivia, and baseball. Young readers still love the classics, too: The Boxcar Children and Trixie Belden series.
Survey recommendations: More recommended books from Reading Rockets:
Historical fiction

Historical fiction breathes life into history, adding depth and color to a young person's understanding of the times, places, and people. Historical fiction can provide a helpful way into difficult subjects - for example, the Holocaust ( Number the Stars) or the civil-rights movement ( The Watsons Go to Birmingham-1963). Historical fiction invites young readers to put themselves in the story by introducing relatable characters as well as revealing different points of view - essential to understanding history and how it is recorded and shared.
Survey recommendations: More recommended books from Reading Rockets:
Biographies

Reading well-crafted books about the lives of remarkable people can be more engaging than fiction! Biographies reveal to kids how real-life people overcame obstacles in their own lives and helped make their community, country, or even the whole world a better place. In that way, biographies can inspire children to see the world in a new way, and imagine their own place in it. Biographies are also a great way to build a child's background knowledge, and support their lerarning across all subject areas.

Biographies can seem like a tough sell with some children - the key is to match a child's interests with the right book topic. For example, if you know a child who loves animals, you might introduce him to The Watcher: Jane Goodall's Life with the Chimps by Jeannette Winter. Or if you know a child who loves to invent and build things, introduce her to Neo Leo: The Agerless Ideas of Leonardo da Vinci by Gene Baretta. Many of our survey respondents like the biography series listed below.
Survey recommendations: More recommended books from Reading Rockets:
Topics: adventure, school, sports, fascinating facts and more

The best way to encourage kids to read more is to provide books that tap into their natural interests! You may already know a child who loves adventure stories, another who devours books filled with fascinating facts about our world, and another who is sports crazy. Other children enjoy books about family life and school because they can connect to the characters and really see themselves in those stories. Luckily, there are many wonderful titles in all of these areas for children to explore.

Learning about American or world history doesn't need to be dry and just-the-facts. The books listed below offer an exciting look at different historical periods through the lives of real people and the events that swirled around them. The graphic novel format of Nathan Hale's Hazardous Tales is rich in detail and thrilling to read. The "scrapbook histories" give young readers an intimate glimpse into the lives of famous people in history.

The Eyewitness Books are also very popular - you can find one on just about any topic - and they are filled with lively illustrations, photographs, timelines, diagrams and other graphical elements.

Action and adventure
Survey recommendations:
Families and growing up
"They love books with humor. They love stories about kids who make mistakes and get in trouble and learn from their mistakes." Survey recommendations: More recommended books from Reading Rockets:
School days
"The heroes in these books are kids who are struggling, kids who end up in the principal's office, kids who are real kids." Survey recommendations: More recommended books from Reading Rockets:
Sports
Survey recommendations: More recommended books from Reading Rockets:
Animal facts
"The science books are interesting and engaging - spiders, snakes, tornadoes, hurricanes. My kids love to learn about animals, weather, outer space so they love to choose books on those topics." Survey recommendations: More recommended books from Reading Rockets:
History
Survey recommendations: More recommended books from Reading Rockets:
Fascinating facts
Survey recommendations: More recommended books from Reading Rockets:
Eyewitness books
"Evolving readers will read several grade levels over their normal level if they are interested in the topic, so nonfiction is a super option for any struggling reader."
Popular formats: graphic novels, beginning chapter books, audio books and more

Graphic novels are very popular, and especially appealing to readers who may not pick up a more traditional book on their own. Readers are drawn to the lively, easy-to-follow storylines, the action found in many graphic novels, and the accessible text. The pictures in graphic novels are expressive, simple, and rich all at the same time. The images provide big clues about character and plot and encourage readers to look closely.

Easy readers and beginning chapter books are a great bridge from picture books to longer, more text-heavy chapter books. Many of the most popular are part of a series, so kids who love Elephant and Piggie or Here's Hank, for example, will want to jump into the next book. Quick, fun reads build confidence!

Audio books allow kids who struggle with decoding to enjoy stories above their reading level, and to connect directly with the story and the storyteller. And listening to stories exposes kids to complex, rich vocabulary and language. Audio books also model fluent, expressive reading and strengthen critical listening skills.

Graphic novels
"Graphic novels provide great visual cues. Speech bubbles help with expression. The creative imagination of the authors and illustrators is captivating." Survey recommendations: More recommended books from Reading Rockets:
Classic literature as graphic novels
"Some classics have been rewritten in graphic novel form. When I find them, I try to buy them. Even for my good readers, a graphic novel can be less intimidating at times. My hope is that once they have read the graphic novel, there might be some interest in reading the original version."
​ Recommended books from Reading Rockets:​

Picture books: old favorites
Survey recommendations:
Easy readers
"The Elephant and Piggie books launch many of my beginning readers into reading success. The strugglers are successful because the words mirror the pictures. The books are funny, and the children want to read them over and over again. The children who struggle with reading are surprised that they have read the entire book, then they want to do more reading." Survey recommendations: Recommended books from Reading Rockets:​ Survey recommendations: More recommended books from Reading Rockets:
Beginning chapter books
Survey recommendations:
Audio books
Recommended books: More recommended books from Reading Rockets:
Books featuring kids with learning and attention issues

Favorite book characters

Who took the survey?

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Favorite Books for Kids with Learning and Attention Issues

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Discover what kinds of books are especially popular with children who struggle with reading. The recommended books are based on a Reading Rockets survey of parents and educators of children with learning and attention issues, including dyslexia, ADD/ADHD, and autism spectrum disorder.

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Award winning educational materials like worksheets, games, lesson plans and activities designed to help kids succeed. Start for free now!

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By Dr. Seuss

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By Lee Bennett Hopkins

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Blachman, B. A., Ball, E. W., Black, R., & Tangel, D. M. (2000). Road to the code: A phonological awareness program for young children. Baltimore: Brookes.

Clay, M. (1993). Reading Recovery: A Guidebook for Teachers in Training. NH: Heinemann.

Elkonin, D. (1971). "Development of Speech". In A.V. Zaporozhets and D. B. Elkonin (Eds.). The Psychology of Preschool Children. Cambridge, MA: M.I.T. Press.

Ellis, E. (1997). How Now Brown Cow: Phoneme Awareness Activities.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

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Elkonin boxes build phonological awareness skills by segmenting words into individual sounds, or phonemes. To use Elkonin boxes, a child listens to a word and moves a token into a box for each sound or phoneme. In some cases different colored tokens may be used for consonants and vowels or just for each phoneme in the word.

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By: Dr. Seuss

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By Dr. Seuss

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Print individually and laminate them and use them like a deck of cards, or select cards to paste into a template and make a worksheet. Sample sheets and individual graphemes included.

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Elkonin boxes can be used to teach phonemic awareness by having students listen for individual sounds and marking where they hear them in the boxes. Each box in an Elkonin box card represents one phoneme, or sound. So the word sheep, which is spelled with five letters, has only 3 phonemes: /sh/ /ee/ /p/. Segementing words is one of the more difficult skills children acquire. It is also one of the best predictors of future success in reading. Elkonin boxes are a physical segmentation of words into phonemes.

Though not originially intended for teaching spelling, Elkonin boxes can be used to practice spelling from a synthetic phonics point of view. The Elkonin boxes available here are modified somewhat to give children more room to write when they encounter a digraph such as /ee/ or /sh/. Moats (PDF File) recommends this technique for spelling:

밄ecause it helps fix phoneme-grapheme correspondences in children뭩 minds, this technique supports children뭩 spelling, reading and writing development?(Moats, American Educator, Winter 2005-2006).

There are many activities that teachers can do with these boxes, but the main activity I use them for is to 'stretch' out words, identify similar or different sounds and then guess at spellings.

An elkonin box for the word sheep, which

consists of three phonemes (sounds). Our

boxes are modified to a little more room for

fitting digraphs such as 'ee' and 'sh'.

We segment the words and then try to figure out possible spellings and then I help them choose the correct spelling, which they write into the boxes (i.e. sheep as opposed to sheap).

The Elkonin boxes here are graphic files. There are two ways teachers can use them. Teachers can print them off individually and laminate them and use them like a deck of cards, or teachers can select cards to paste into a template and make a worksheet. Here are some sample sheets I've made with the Elkonin box cards:

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Elkonin boxes can be used to teach phonemic awareness by having students listen for individual sounds and marking where they hear them in the boxes. Each box in an Elkonin box card represents one phoneme, or sound. So the word sheep, which is spelled with five letters, has only 3 phonemes: /sh/ /ee/ /p/.

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Hot wheels needed required

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Park Those Sounds!: Segmenting CVC Words into Phonemes in a Game

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Baseline Phonemic Awareness & Phonics Skills Assessment

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Baseline Phonemic Awareness & Phonics Skills Assessment

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Segmenting Words into Phonemes Section,  RF.1.2. D.

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1st Grade Baseline Phonemic Awareness Assessment (1)

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Baseline Phonemic Awareness & Phonics Skills Assessment (Spanish)

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Baseline Phonemic Awareness & Phonics Skills Assessment (Spanish)

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Segmenting Words into Phonemes Section,  RF.1.2. D

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At home and in the classroom

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Phonological awareness is a broad skill that includes identifying and manipulating units of oral language - parts such as words, syllables, and onsets and rimes. Children who have phonological awareness are able to identify and make oral rhymes, can clap out the number of syllables in a word, and can recognize words with the same initial sounds like 'money' and 'mother.'

Phonemic awareness refers to the specific ability to focus on and manipulate individual sounds (phonemes) in spoken words. Phonemes are the smallest units comprising spoken language. Phonemes combine to form syllables and words. For example, the word 'mat' has three phonemes: /m/ /a/ /t/. There are 44 phonemes in the English language, including sounds represented by letter combinations such as /th/. Acquiring phonemic awareness is important because it is the foundation for spelling and word recognition skills. Phonemic awareness is one of the best predictors of how well children will learn to read during the first two years of school instruction.

Students at risk for reading difficulty often have lower levels of phonological awareness and phonemic awareness than do their classmates. The good news is that phonemic awareness and phonological awareness can be developed through a number of activities. Read below for more information.

What the problem looks like

A kid's perspective: What this feels like to me

Children will usually express their frustration and difficulties in a general way, with statements like "I hate reading!" or "This is stupid!". But if they could, this is how kids might describe how difficulties with phonological or phonemic awareness affect their reading:

I don't know any words that rhyme with cat.

What do you mean when you say, "What sounds are in the word brush?"

I'm not sure how many syllables are in my name.

I don't know what sounds are the same in bit and hit.

A parent's perspective: What I see at home

Here are some clues for parents that a child may have problems with phonological or phonemic awareness:

She has difficulty thinking of rhyming words for a simple word like cat (such as rat or bat).

She doesn't show interest in language play, word games, or rhyming.

A teacher's perspective: What I see in the classroom

Here are some clues for teachers that a student may have problems with phonological or phonemic awareness:

She doesn't correctly complete blending activities; for example, put together sounds /k/ /i/ /ck/ to make the word kick.

He doesn't correctly complete phoneme substitution activities; for example, change the /m/ in mate to /cr/ in order to make crate.

He has a hard time telling how many syllables there are in the word paper.

He has difficulty with rhyming, syllabication, or spelling a new word by its sound.

How to help

With the help of parents and teachers, kids can learn strategies to cope with phonological and/or phonemic awareness problems that affect his or her reading. Below are some tips and specific things to do.

What kids can do to help themselves

Be willing to play word and sounds games with parents or teachers.

Be patient with learning new information related to words and sounds. Giving the ears a workout is difficult!

Practice hearing the individual sounds in words. It may help to use a plastic chip as a counter for each sound you hear in a word.

Be willing to practice writing. This will give you a chance to match sounds with letters.

What parents can do to help at home

Check with your child's teacher or principal to make sure the school's reading program teaches phonological, phonemic awareness, and phonics skills.

If your child is past the ages at which phonemic awareness and phonological skills are taught class-wide (usually kindergarten to first or second grade), make sure he or she is receiving one-on-one or small group instruction in these skills.

Do activities to help your child build sound skills (make sure they are short and fun; avoid allowing your child to get frustrated):

Help your child think of a number of words that start with the /m/ or /ch/ sound, or other beginning sounds.

Make up silly sentences with words that begin with the same sound, such as "Nobody was nice to Nancy's neighbor".

Play simple rhyming or blending games with your child, such as taking turns coming up with words that rhyme (go - no) or blending simple words (/d/, /o/, /g/ = dog).

Read books with rhymes. Teach your child rhymes, short poems, and songs.

Practice the alphabet by pointing out letters wherever you see them and by reading alphabet books.

Consider using computer software that focuses on developing phonological and phonemic awareness skills. Many of these programs use colorful graphics and animation that keep young children engaged and motivated.

What teachers can do to help at school

Learn all about phonemes (there are more than 40 speech sounds that may not be obvious to fluent readers and speakers).

Make sure the school's reading program and other materials include skill-building in phonemes, especially in kindergarten and first grade (these skills do not come naturally, but must be taught).

If children are past the age at which phonemic awareness and phonological skill-building are addressed (typically kindergarten through first or second grade), attend to these skills one-on-one or in a small group. Ask your school's reading specialist for help finding a research-based supplemental or intervention program for students in need.

Identify the precise phoneme awareness task on which you wish to focus and select developmentally appropriate activities for engaging children in the task. Activities should be fun and exciting - play with sounds, don't drill them.

Make sure your school's reading program and other materials include systematic instruction in phonics.

Consider teaching phonological and phonemic skills in small groups since students will likely be at different levels of expertise. Remember that some students may need more reinforcement or instruction if they are past the grades at which phonics is addressed by a reading program (first through third grade).

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Phonological awareness is a broad skill that includes identifying and manipulating units of oral language - parts such as words, syllables, and onsets and rimes. Children who have phonological awareness are able to identify and make oral rhymes, can clap out the number of syllables in a word, and can recognize words with the same initial sounds like 'money' and 'mother.'

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Focusing on the Phonemic Awareness sections; the teacher says the words or sounds aloud and the student responds orally.

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<div style='margin:0 auto;font-family:Arial,sans-serif;background-color: #eeeeee; border-radius: 10px; padding: 5px; width: 350px;'><a href='https://lessonpix.com/materials/4833300/Wet' style='display: block;'><img style='display:block;margin:0 auto; border:none' width='335' height='335' alt='Final /t/ one syllable' src='https://lessonpix.com/actionshots/cover/4833300/335/Wet.jpg'></img><div style='font-size: 20px; text-align: center;'><a href='https://lessonpix.com/materials/4833300/Wet' style='display: block;'>Final /t/ one syllable</a></div><div style='font-size: 12px;'><p>Picture cards for final /t/ one syllable words</p></div><div style='font-size: 10px; text-align: right;'><a href='https://lessonpix.com/users/swetrich'>By swetrich at LessonPix.com</a></div></div></div>

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<div style='margin:0 auto;font-family:Arial,sans-serif;background-color: #eeeeee; border-radius: 5px; padding: 2px; width: 150px;'><a href='https://lessonpix.com/materials/4833300/Wet' style='display: block;'><img style='display:block;margin:0 auto; border:none' width='130' height='130' alt='Final /t/ one syllable' src='https://lessonpix.com/actionshots/cover/4833300/335/Wet.jpg'></img><div style='font-size: 10px; text-align: right;'><a href='https://lessonpix.com/users/swetrich'>By swetrich at LessonPix.com</a></div></div>

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Each page of your material is set as a background image on a PowerPoint slide. This allows you to draw on the page as well as move objects onto the page. Great for Telepractice! Same as above, but with some of our most common token symbols.

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Letter sound review with Jack Hartmann

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Letter Sounds | Alphabet Song | Act Out The Alphabet | Phonics Song | Jack Hartmann

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Rap Version Letter Sounds - Jack Hartmann 

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Rap Version Letter Sounds - Jack Hartmann 

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Award winning educational materials like worksheets, games, lesson plans and activities designed to help kids succeed. Start for free now!

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Old MacDonald Had Some Vowels - The Kiboomers Preschool Songs - Vowel Sounds

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What Does Research Tell Us About Teaching Reading to English Language Learners?

By Suzanne Irujo, ELL Outlook™ Contributing Writer

As a classroom teacher, I was largely ignorant of, and definitely suspicious of, research. I believed that researchers could make their studies come out any way they wanted them to, and that a good teacher who reflected on her own teaching knew much more about how to be effective with her students than any researcher did. Later, as a university professor, I learned how important good research can be, and how difficult it is to do really good experimental research in a field such as education, where it is impossible to control all the variables.

For that reason, I was pleased in 1997 when Congress funded the National Reading Panel (NRP) to evaluate research about teaching children to read. The panel's charge was to review existing studies, choose those that were well designed and well implemented, and synthesize their findings. The results were published in 2000 (National Institute of Child Health and Human Development, 2000), and became the basis of the Reading First grant program included in the No Child Left Behind legislation of 2001. Although there was initially a good deal of controversy about the findings of the report, all U.S. elementary school teachers were soon very aware of the five "essential elements" of reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension).

Teachers of English language learners (ELLs), however, were left to wonder if and how the findings of the NRP applied to their students. How do you teach phonemic awareness and phonics in English to students who can't yet hear and distinguish the sounds? How do you teach fluency to students whose control of the structures of the English language is still limited? How do you teach them grade-level vocabulary when their vocabulary knowledge starts so far behind that of their English-speaking peers? How do you teach reading comprehension in English when they don't yet comprehend the English language?

Now there appears to be help. In 2002, the U.S. Department of Education funded the National Literacy Panel on Language Minority and Youth to survey, select, and synthesize research on teaching language-minority students to read and write. Their report was published recently (August & Shanahan, 2006).

How much help will this report provide for teachers of ELLs? A preliminary review of the Executive Summary (August, 2006) and the section of the full report on "Educating Language Minority Students" reveals these four potentially important general recommendations:

1. Literacy in the native language is an advantage. We already knew this (see, for example, Collier & Thomas, 1997), and it doesn't help teachers working in situations where literacy instruction in the native language is not possible.

2. Substantial coverage of the five essential elements of reading instruction helps. However, this finding is based on only 14 studies that looked at instruction of the essential elements of reading with ELLs. Because of the small number of studies, this recommendation is based on the fact that there is nothing in these 14 studies that contradicts the findings of the numerous studies of native speakers that were reviewed by the National Reading Panel. Also because of the small number of studies, no specific practices could be advocated for teaching the essential elements of reading to ELLs.

3. Reading programs for ELLs should include intensive language development as well as instruction in literacy strategies and skills. This recommendation is not based specifically on the research, because there were no studies that addressed the inclusion of intensive language development in reading instruction for ELLs. It is instead a hypothesis drawn from several other findings: (1) native speakers benefit more from instruction in the essential elements than do ELLs; (2) ELLs with greater language proficiency benefit more from instruction in the essential elements than do those with less proficiency; and (3) instruction in the essential elements with ELLs has a greater effect on decoding and fluency than on comprehension.

4. Instruction needs to be adjusted to meet the needs of ELLs. The report, however, states that there is not enough research to be able to identify specifically how those adjustments should be made. I could find only seven specific suggestions that would be useful to teachers of reading classes that include ELLs:

Provide additional work on English phonemes that are not present in the students' native language.

If students are literate in their native language, focus on differences between that language and English, with less attention given to elements that will transfer.

Provide extra practice in reading words, sentences, and stories.

Use cognate words in the native language as synonyms when teaching vocabulary.

Identify and clarify difficult words and passages.

Consolidate knowledge of the text through the use of summaries.

Find appropriate ways to use the native language.

These seven findings do not constitute a reading program for ELLs. We obviously need much more research. However, given the fact that teachers cannot wait until research catches up with their needs in order to implement effective practices with their ELL students, I think it is important to look not only at the research that is available, but also at what experienced, reflective teachers of ELLs (and observers of those teachers) consider to be best practices. The rest of this article will discuss the implications of available research on instructional practices in the teaching of the five essential elements of reading to ELLs, based on the findings of the National Literacy Panel as much as possible, but also drawing on information from reliable sources such as The Knowledge Loom: Spotlight on Elementary Literacy (The Education Alliance at Brown University, n.d.), as well as my own experience.

Phonemic Awareness

Phonemic awareness is difficult for ELLs because they may not yet have enough experience with English to be able to distinguish sounds that differ from those of their native language. There are three aspects of phonological awareness when learning to read in a second language that are important for teachers of ELLs to remember and incorporate into their instruction:

ELLs cannot develop phonological awareness in English until they are familiar with the sounds of English. This means that before explicit instruction in phonological awareness begins, children should have extensive experiences with fun and appealing songs, poems, chants, and read-alouds that will allow them to hear and reproduce the sound patterns of English.

Once explicit instruction has begun, modifications must be made to allow for more practice with sounds that can potentially cause confusion. These are sounds that either don't exist in the native language (most of the short vowel sounds of English don't exist in Spanish, for example), or sounds that are perceived as different in English but the same in the native language (such as /r/ and /l/ for speakers of Japanese, or /b/ and /v/ for speakers of Spanish). Because these differences vary from one language to another, teachers will have to become familiar with which sounds of English will need extra practice, depending on the language backgrounds of their students.

Once phonological awareness has developed in any language, it transfers to other languages that are learned. Therefore, students who are literate in their native language will not need to develop this skill again in English; they will only need to become familiar with the sounds of English and to learn to discriminate sounds that are different between their native language and English.

Phonics

Phonics can be problematic because ELLs often have difficulty discriminating between similar sounds, and because the English language does not have a regular system of correspondence between letters and sounds. Here are some issues related to phonics instruction for ELLs, with discussion of their implications:

Systematic phonics instruction can be very effective in helping ELLs, even those at fairly low levels of language proficiency, learn to decode words. However, this skill does not facilitate reading comprehension if students' oral language proficiency is not developed to the level of the texts they are expected to read. For this reason, reading instruction should be combined with intensive development of the oral language needed to understand the text.

The most effective reading programs for ELLs combine systematic phonics instruction with a print-rich environment that provides exposure to appealing reading materials in varied genres. Skills practice that is embedded in meaningful texts helps ensure that decoding skills don't progress beyond students' ability to comprehend the text.

Many of the components of phonics instruction need to be modified to meet the particular needs of ELLs. For example:

Before phonics instruction begins, students must have the phonemic awareness skills they need in order to perceive individual sounds in words. This is particularly important for sounds that are problematic because of the native language.

Teachers must be aware of whether a students' native language uses a non-Roman alphabet or is non-alphabetic. Even if ELLs have had no instruction in reading in the native language, environmental exposure to a different writing system can negatively affect the ease with which they learn to recognize the letters of the English alphabet.

ELLs must be able to hear and reproduce English sounds with a degree of accuracy commensurate with their pronunciation abilities, before they are taught to make associations between those sounds and particular letters.

It is helpful to explicitly point out different letter combinations that have the same sound, and provide extra practice with them. Multiple spellings of the same sound can be very confusing for ELLs, particularly if they have had some reading instruction in a language such as Spanish, which has almost completely regular sound-symbol correspondences.

Teachers must pay attention to the meanings of the words used to teach phonics skills. Teaching students to decode words they don't know only reinforces the idea that "reading" is pronouncing sounds out loud rather than creating meaning.

Automatic recognition of frequent words is very important for ELLs, whether the words follow phonics rules or not. Although ELLs may develop good decoding skills, their lack of total proficiency in the English language will always slow them down somewhat. Automatic recognition of words can help mitigate this difficulty.

Most ELLs will need additional time to master phonics. Given the need for extra practice to learn to hear and produce the sounds of English, to learn the meanings of the words used in phonics instruction, to learn the multiple combinations of letters that make the same sound, and to learn many more sight words than English speakers need, additional time for phonics instruction should be built into reading programs for ELLs.

Fluency

Fluency is difficult for ELLs because their lack of proficiency in English slows down their ability to decode words and hinders their ability to understand the meanings of the words and how the words combine to produce meaningful sentences and discourse. These suggestions will help teachers adapt fluency instruction for ELLs:

ELLs cannot achieve fluency in oral reading before they have achieved fluency in speaking. Repeated readings of texts that contain unfamiliar vocabulary and sentence structures will not increase fluency. When working on developing fluency, be sure that students are reading texts that they are familiar with and can understand. Students' own language experience stories are a very good choice, as are read-alouds that students have heard several times and discussed.

ELLs' normal self-consciousness about accents and errors can affect their reading fluency, especially if they are asked to read aloud in front of the entire class. This effect will be magnified if students are openly corrected or criticized. Fluency practice for ELLs can be facilitated by having them read along with the teacher, or by reading chorally with a group. If individual oral reading is necessary, provide an authentic purpose for the reading (such as a theatrical performance, or delivering information that the rest of the class needs), and let students practice first with a partner.

Decoding skills, fluency in oral reading, and reading comprehension interact in various ways. The ability to decode words easily is obviously necessary for fluency, and it also facilitates comprehension by allowing the reader to pay more attention to meaning. Comprehension, in turn, facilitates fluency by making it easier to recognize new words. Effective instruction for ELLs integrates these three elements of reading (plus vocabulary learning) into the same lessons using the same text, as each element helps build and reinforce the others, producing a multiplier effect.

Vocabulary

Vocabulary is difficult for ELLs; even for quite proficient learners, the extent of their knowledge of vocabulary is only a fraction of what it is for native speakers of English, and the failure to understand even a few words of a text can have negative effects on comprehension. There are many things teachers can do to help ELLs improve their reading vocabulary, including the following:

ELLs need more vocabulary instruction than their native-speaking peers. If a native-speaking child enters kindergarten knowing about 5,000 English words, and an ELL with no previous exposure to English enters the same class knowing no English words, it's obvious that the same instruction for each of them will not produce the same results. Everything a teacher of ELLs does should revolve around vocabulary acquisition-explaining, demonstrating, drawing, repeating, reading, writing, and playing with words throughout every aspect of instruction.

ELLs need instruction in different vocabulary words than their native-speaking peers. ELLs lack many of the basic words that native speakers know, so just teaching the vocabulary words that are suggested in the reading materials you are using will not be sufficient. Here are some of the many types of words that need to be explicitly taught:

words that are crucial for understanding a text;

words that are encountered in a wide variety of contexts;

frequently used words that contain word parts (roots, prefixes, suffixes) that can help students analyze other unknown words;

words with multiple meanings, whether spelled differently (homophones such as to, two, and too) or spelled the same (such as a dining room table and a multiplication table);

figurative language and idiomatic expressions;

academic words that indicate relationships among other words (such as because, therefore, andsince to indicate cause and effect).

ELLs need different vocabulary teaching techniques and strategies than their native-speaking peers. Handing out a list of definitions or asking students to put the words into sentences won't help ELLs learn the meanings of the words. Here are some things to keep in mind:

ELLs who are literate in a language that has many words that are similar in meaning and form to English words should be taught to recognize these cognates and use them to create meaning.

The meanings of words are acquired through multiple opportunities to hear, say, read, and write the words in slightly different meaningful contexts. Teachers will have to create these contexts in the classroom, since incidental learning of vocabulary cannot be relied on for ELLs.

Explicit explanations of unknown words should include contextual support through real objects, pictures or drawings, gestures, examples, demonstrations, or experiments that accompany the verbal explanations.

The use of context clues to infer meaning is not always successful with ELLs because they may not understand the context well enough to infer an accurate meaning.

Having to explain what a word means to other students helps develop comprehension of the full meaning of the word.

Comprehension

Reading comprehension is more difficult for ELLs than for native speakers for various reasons. Three of the most important reasons are discussed here:

ELLs are more likely than native speakers to lack the background knowledge necessary for understanding texts. ELLs' prior educational experiences may have been substandard or interrupted, so reading texts that assume certain prior knowledge becomes difficult. Even for students with good educational backgrounds, cultural differences and culturally based assumptions can result in a lack of background knowledge and thus loss of comprehension. Whatever the reasons for a lack of necessary background knowledge, before asking ELLs to read a particular text, teachers must identify information that is prerequisite for understanding the text, evaluate students' prior knowledge of these prerequisites, and fill any gaps that are found. The best kinds of activities for building background knowledge are those that get students involved in manipulating language and concepts, rather than just receiving information from the teacher. These include experiential activities such as science experiments, classification activities, role playing, previewing a reading and generating questions about it, and sharing predictions about the answers to those questions.

The language level of the text to be read, compared with ELLs' language proficiency, is a major factor in how much they will understand of the text. Even advanced ELLs and those who have been redesignated as fluent in English will experience difficulty with unusual vocabulary, figurative language, very complex sentence structures, or unfamiliar styles and genres (just as many native speakers of English do). For this reason, the integration of intensive language development with reading instruction is highly recommended for ELLs at all levels of language proficiency.

Reading comprehension instruction for ELLs needs to be modified to address their needs. Asking ELLs to read the same texts and do the same activities as everybody else will only result in frustration for teachers and failure for students. This is not a matter of "dumbing down" the curriculum or applying different standards. It is a matter of implementing the curriculum at a language level that makes it accessible to ELLs, while at the same time working to develop their oral language so they will be able to comprehend texts at higher levels. Here are some general principles for modifying reading instruction for ELLs:

Provide as much nonverbal support for reading comprehension as possible, including pictures, diagrams, real objects, gestures, acting, and graphic organizers. The support can be used both for helping students understand a reading passage and for assessment, so students can show what they have understood in ways that are not entirely dependent on verbal ability.

Explicitly teach comprehension strategies, such as reader-generated questions, summarizing, and monitoring comprehension. Remember, however, that teaching strategies is not enough; students must practice them with texts that are accessible at their level of language proficiency. If students don't experience successful application of the strategies, they won't even try to use them with other texts.

Plan interactive activities around reading and interpreting texts. Sharing ideas, comparing perspectives, and coming to agreement (or agreeing to disagree) are all ways that students use the language of the text in meaningful ways, and thus progress to higher levels of language proficiency and reading comprehension.

Conclusion

The original intention of this article was to provide specific suggestions for modifying reading programs to meet the needs of English language learners, based on the findings of the National Literacy Panel. Because of the paucity of appropriate research studies, however, the recommendations made in the NLP report are not extensive enough to help teachers build appropriate reading programs for ELLs. I therefore looked beyond the NLP findings and included theory and experience as well as research.

I hope that readers will take this synthesis of research, theory, and experience and integrate it into their ongoing examination of what they do in their classrooms, what happens as a result of what they do, and why it happens. Research can tell us which kinds of practices are effective in general, but ultimately only individual teachers can determine what is most effective for them and the particular group of students they are teaching at the moment.
References
August, D., & Shanahan, T. (Eds.). (2006). Executive summary. Developing literacy in second-language

August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the

National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates.

Collier, R., ∓ Thomas, W. P. (1997). School effectiveness for language minority students. Resource

Collection Series #9. Washington, DC: National Clearinghouse for Bilingual Education.

The Education Alliance at Brown University. (n.d.). The knowledge loom: Spotlight on elementary literacy.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel:

Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NIH Pub. No. 00-4769). Washington, DC: U.S. Department of Health and Human Services. Available at http://www.nichd.nih.gov/publications/nrp/smallbook.cfm

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What Does Research Tell Us About Teaching Reading to English Language Learners?

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What Does Research Tell Us About Teaching Reading to English Language Learners? By Suzanne Irujo, ELL Outlook™ Contributing Writer As a classroom teacher, I was largely ignorant of, and definitely suspicious of, research.

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Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

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CCSS.ELA-Literacy.RF.1.1.a
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

CCSS.ELA-Literacy.RF.1.2.c
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

CCSS.ELA-Literacy.RF.1.3.d
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

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English Language Arts Standards " Reading: Foundational Skills " Grade 1

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CCSS.ELA-Literacy.RF.1.1.a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). CCSS.ELA-Literacy.RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. CCSS.ELA-Literacy.RF.1.3.d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

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Help from home, and in an age of distance learning/COVID-19

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A syllable is a unit of pronunciation. It consists of either a vowel sound alone or a vowel and one or more consonant sounds. Notice that (with a few rare exceptions) every syllable contains at least one vowel (a, e, i, o or u) or vowel sound. Every word is made from syllables.

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One Syllable Words : A syllable is a unit of pronunciation.

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One Syllable Words : To understand word stress, we have to understand syllables. Words have one or more syllables.

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Instruction
Sequencing Phonemic Awareness Skills

Phonemic awareness instruction typically spans two years, kindergarten and first grade. Oral activities in kindergarten focus on simple tasks such as rhyming, matching words with beginning sounds, and blending sounds into words. In first grade, phonemic awareness tasks are more advanced, focusing on blending ("Blend these sounds together "mmmm-aaaa-nnnn), segmentation ("What are the sounds in man?), and the substitution and manipulation of phonemes (e.g., Change the first sound in man to /r/. What word do you have?").

Phonemic Awareness Development Continuum

Examples of Phonemic Awareness Skills

Sound and Word discrimination: What word doesn't belong with the others: "cat", "mat", "bat", "ran"? "ran"

Rhyming: What word rhymes with "cat"? bat

Syllable splitting: The onset of "cat" is /k/, the rime is /at/

Blending: What word is made up of the sounds /k/ /a/ /t/? "cat"

Phonemic segmentation: What are the sounds in "cat"? /k/ /a/ /t/

Phoneme deletion: What is "cat" without the /k/? "at"

Phoneme manipulation: What word would you have if you changed the /t/ in cat to an /n/? "can"

Curriculum Maps

Phonemic awareness skills can be taught in a particular sequence that maximizes student understanding and instructional efficiency. Phonemic awareness is only taught in kindergarten and first grade. By the end of first grade, students should have a firm grasp of phonemic awareness.

Curriculum maps list specific skills that relate to each big idea. Each skill can be taught during at an optimal time during the school year.

Click here for an explanation of how to read curriculum maps.

TIP: Go to the Curriculum Maps page in the Resources section to view and download Curriculum Maps for each Big Idea and grade.

How to read curriculum maps

The numbers in the top row of the curriculum map correspond to the months of the school year. For example, if your school year begins in September, then September would be month 1 on the map. If your school year begins in August, then August would be month one.

The shaded boxes marked with "X" represent the months in which a particular skill should be taught.

The map can be read using either a "horizontal trace" or a "vertical trace". To do a horizontal trace, you select a skill you are interested in, then trace across the row to find the months marked with an "X" for that skill. This will tell you which months a skill should be taught. To perform a vertical trace, select a particular month, then trace down the column to find the shaded boxes. The shaded boxes correspond to the skills that should be taught that month.

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University of Oregon Center on Teaching and Learning

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Instruction Phonemic awareness instruction typically spans two years, kindergarten and first grade. Oral activities in kindergarten focus on simple tasks such as rhyming, matching words with beginning sounds, and blending sounds into words.

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Available for purchase but great images with examples.

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Last updated on July 13, 2021

These teacher task cards are the perfect phonemic awareness activities, right at your fingertips whenever you need them! There are cards for every skill and they are also differentiated for different levels!
This post contains affiliate links. By purchasing through this link, we get a small commission. Rest assured - we only share links to products that we know and love!
Phonemic awareness activities for kindergarten, first grade, and intervention! These teacher task cards will help you make the most of every classroom moment. Use them during small groups, whole group, one-on-one, in tutoring, or during class transitions to make sure that your students are building phonemic awareness every day!

Phonemic Awareness Teacher Task Cards

WHY PHONEMIC AWARENESS?

I remember my "Teaching Reading" professor in graduate school. She was passionate about phonemic awareness, and there were two things she drilled into our heads.

1. Phonemic awareness can be done in the dark.

2. Phonemic awareness is one of the best predictors of learning to read. (This makes it SUPER important!)

I'm also pretty sure she asked us to name these two facts at the beginning, middle, and end of every class session. In fact, she even made us order copies of reports from the National Reading Panel for "pleasure reading." But guess what? It's now seven years later, and I haven't forgotten about the importance of phonemic awareness.

As I teach reading intervention, I hear her voice in my head. (Note: I didn't say that I hear random voices in my head; I just remember her. ;) ) I'm constantly reminded of one thing: I need to give my students ample opportunities to learn and practice phonemic awareness skills on a daily basis. With only 20-30 minutes per session, I have to make the most of every minute. I could remember all of the skills in my head and keep track of who has already learned what, or I could create a program to keep me on track. Thus, Phonemic Awareness Teacher Task Cards were born!

These task cards are for the teacher only. Why? Because phonemic awareness can be done in the dark! Letters are not required in building phonemic awareness skills. (Save the letters for phonics.) Your students build phonemic awareness skills by listening and speaking. So for once, don't even worry about making copies for your students. These cards are just for you!

THE PHONEMIC AWARENESS ACTIVITIES

I took all of the phonemic awareness skills and created activities for them. They range from begining to advanced so that they can be used with kindergarteners, first graders, second graders, and any students struggling to read and write (spell).

Because phonemic awareness instruction should be systematic and explicit, I "scripted" each skill introduction and each set of student directions. That's right. All you have to do is read it aloud to your students! You'll also model a "sample" activity so that your students know just what to do (also scripted).

Ready for more? Turn the page (or card). You have multiple pages with 5-20 ways to practice that skill!

Skills range from "What's the first sound you hear in ___?" to phoneme deletion and manipulation. Don't worry. It's scaffolded all throughout so that your students will work up to the hard stuff!

SETTING IT UP - ONE AND DONE

Remember how only the teacher needs a set of these task cards? The setup is quick- do it once, and use it for years! If you have a paraprofessional, assistant, or parent volunteers, you can make them each a set too. They can also practice in small groups or one-on-one. I used colored cardstock and binder rings to keep all my task cards together. (Let's be real; it's also to make them pretty. 😉 ). [Note: These are affiliate links for your convenience.] I had many of you ask if I put the colored paper in a specific order, and the answer is no. I just randomly threw it in my printer. Since they print four to a page, the same skills will be the same color.

SKILL LEVELS

Last week, I decided to put all of the skills on one giant binder ring and use sticky tabs to track which groups are on which skills. However, if you want to divide the task cards by level, you can use the table of contents below to do so! [Note: This table of contents is clickable in the PDF, but it won't be here.]

Beginner: Beginning Sound Discrimination through Alliterations

Intermediate: Onset and Rime through Segmenting Phonemes

Advanced: Deleting With Compound Words through Ending Phoneme Substitution

I hope these phonemic awareness teacher task cards make as much of a difference in your classroom has they have in ours! May you hear voices in your head reminding you how important phonemic awareness is to your students. And also always remember that it can be done in the dark. 😉

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Phonemic Awareness Teacher Task Cards: Keep Me On Track

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Last updated on July 13, 2021 These teacher task cards are the perfect phonemic awareness activities, right at your fingertips whenever you need them! There are cards for every skill and they are also differentiated for different levels! This post contains affiliate links. By purchasing through this link, we get a small commission.

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Breaking apart CVC words into separate sounds.

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Breaking apart CVC words into separate sounds can be tricky. Help your child learn to master segmenting with this adorable spelling game. Kids listen to a word (and reference the visual onscreen) and must spell it by isolating the beginning, middle, and ending sounds. Each letter's sound is reinforced when the mouse is hovered above it, giving kids a chance to hear each vowel sound independently.

Grade

Subject

View aligned standards

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Fill in the Segmented Sounds Game | Game | Education.com

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Kids isolate the beginning, middle, and ending sounds in CVC words to help them spell in this adorable school-themed game.

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In Ending Sounds Hopper, match the correct ending sounds and letters! All visual.

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Sad, bed, and head share something in common-do you know what it is? In Ending Sounds Hopper, little learners will delight in helping Cuz-Cuz get as dirty as possible by leading him to the mud puddles that match the correct ending sounds and letters! Ideal for kindergarteners and first graders, this game helps kids segment simple words as they practice hearing ending sounds. As they play, they will improve their phonological awareness and letter-sound relationships skills, essential steps on the road to reading fluency.

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Ending Sounds Hopper Game | Game | Education.com

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Sad, bed, and head share something in common-do you know what it is? In Ending Sounds Hopper, little learners will delight in helping Cuz-Cuz get as dirty as possible by leading him to the mud puddles that match the correct ending sounds and letters!

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What is a Syllable? | Open and Closed Syllables | Kids Academy

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This worksheet encourages students to slow down and listen to each sound they hear by working as word detectives,

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These pets need your help finding their missing letters! This worksheet encourages students to slow down and listen to each sound they hear. By working as word detectives, students learn how to segment pet words into different sounds.

Grade

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Word Detective: Pets | Worksheet | Education.com

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These pets need your help finding their missing letters! This worksheet encourages students to slow down and listen to each sound they hear. By working as word detectives, students learn how to segment pet words into different sounds. Grade Subject View aligned standards

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Use this worksheet for visuals to help students segment four letter short A words.

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Now that your students have mastered reading three letter short A words, it is time for four letter words! Use this worksheet for visuals to help students segment four letter short A words.

Grade

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Four Letter Short A Words | Worksheet | Education.com

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Now that your students have mastered reading three letter short A words, it is time for four letter words! Use this worksheet for visuals to help students segment four letter short A words. Grade Subject View aligned standards

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Rhyme and Writing | Lesson plan | Education.com

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Rhythm and writing make a perfect pair in poetry. Let your young writers practice this skill with the -at word family and CVC words.

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In this game, kids must sort words into backpacks according to their vowel sounds

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Time to identify short vowel sounds! In this game, kids must sort words into backpacks according to their vowel sounds, to help Roly and Tutu get to school with the books they need. The combination of text and visuals helps reinforce good reading and spelling knowledge for your child as he plays this sorting game.

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Short A or Short O Sorting Game | Game | Education.com

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Time to identify short vowel sounds! In this game, kids must sort words into backpacks according to their vowel sounds, to help Roly and Tutu get to school with the books they need. The combination of text and visuals helps reinforce good reading and spelling knowledge for your child as he plays this sorting game.

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This page was set up so that you can easily find our phonics videos by type and level.

Kindergarten Phonics Videos, Level 1

You will find our phonics videos for teaching kindergarten level 1. These videos will teach skills in the following areas:

First Grade Phonics Videos, Level 2

You will find our phonics videos for teaching first grade level 2. These videos will develop skills in the following areas:

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Want hard copies of our products? No problem. You may order our phonics activity books and more from our store - for Preschool & Kindergarten. Each set comes with CDs and the playing card sets and board game.

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Want hard copies of our products? No problem. You may order our phonics activity books and more from our store - For 1st Grade & 2nd Grade. Each set comes with CDs and the playing card sets and board game.

Board Games & Playing Card Sets

The teaching set is complete with board games and phonemic cards. we have grapheme cards, phoneme cards, alphabet cards which can all be used with the board game for fun phonics learning.

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Phonics Videos for Preschool, Kindergarten, 1st Grade, 2nd Grade Reading Videos

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Phonics Videos by Level, Preschool Reading Videos, Kindergarten Reading Videos, 1st Grade Phonics Videos, 2nd Grade Phonics Videos. Covering, Letters of the Alphabet, Short Vowels, Beginning and Ending Consonants, Long Vowels, Vowel Digraphs, S Blends, R Blends, L Blends, R-controlled Vowels, Special Vowels, Diphthongs and more..