The Intensive Phonological Awareness (Ipa) Program - Schuele, C.; Murphy, Naomi
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"The IPA Program was developed as a supplemental curriculum to be used with small groups of children in the classroom. The program focuses on four phonological awareness skills, each taught for 3 weeks: rhyming, initial sound, final sound, and complete segmentation. Children participate in 30-minute sessions three times per week for 12 weeks total. After this period, children's phonological awareness skills should have improved enough to be prepared for formal reading instruction"--

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Produktbeschreibung
"The IPA Program was developed as a supplemental curriculum to be used with small groups of children in the classroom. The program focuses on four phonological awareness skills, each taught for 3 weeks: rhyming, initial sound, final sound, and complete segmentation. Children participate in 30-minute sessions three times per week for 12 weeks total. After this period, children's phonological awareness skills should have improved enough to be prepared for formal reading instruction"--
Autorenporträt
C. Melanie Schuele, Ph.D., CCC-SLP, received her doctoral degree from the University of Kansas and is an associate professor at Vanderbilt University in the Department of Hearing and Speech Sciences. Dr. Schuele is a fellow of the American Speech-Language-Hearing Association. She teaches courses in child language acquisition and disorders. Her research and clinical interests include the nature of language and reading acquisition in children with language impairments. Dr. Schuele has many years of pediatric clinical experience in a variety of settings, including public schools, a pediatric hospital, and university clinical and research facilities. Naomi D. Murphy, M.S., CCC-SLP, is a speech language pathologist working in public school early intervention and in private practice in Walnut Creek, California. She provides speech-language services to children with communication impairments in clinical and public school settings. Ms. Murphy conducted a pilot study with The Intensive Phonological Awareness (IPA) Program as her masterâ (TM)s thesis. She received her masterâ (TM)s degree from the University of Nevada, Reno. Louisa Cook Moats, Ed.D., has published many book chapters, journal articles, and policy papers on reading instruction. Formerly Project Director at the District of Columbia Public Schools site of the National Institute of Child Health and Human Development (NICHD) Early Interventions Project, Dr. Moats is now an independent consultant and writer who specializes in the professional development of teachers of reading and writing. Dr. Moats spent the 1996-1997 school year as a visiting scholar at the Sacramento County Office of Education, where she authored and presented leadership training materials on early reading for the California State Board of Education. These materials are now required content in all of the professional development programs conducted under Assembly Bill 1086 in California. Dr. Moats received her Bachelor of Arts degree from Wellesley College, her Master of Arts degree from Peabody College of Vanderbilt University, and her doctorate of education in reading and human development from the Harvard Graduate School of Education. She worked as a teacher, neuropsychology technician, and specialist in learning disorders prior to her doctoral training. She was a licensed psychologist in private practice for 15 years in Vermont and a graduate instructor both at Harvard and at St. Michael's College in Winooski, Vermont, where she developed innovative courses for teachers linking the disciplines of linguistics and reading education. Specializing in reading development, reading disorders, spelling, and written language, she has written and lectured widely throughout the United States and abroad. She has taught courses in teacher education at the Greenwood Institute in Putney, Vermont, and at Simmons College in Boston. Her publications include this text's companion workbook, Speech to Print Workbook: Language Exercises for Teachers (Paul H. Brookes Publishing Co., 2003); journal articles; book chapters; a classroom basal spelling program; a book titled Spelling: Development, Disability, and Instruction (York Press, 1995); and a book for parents, co-authored with Susan L. Hall, Straight Talk About Reading: How Parents Can Make a Difference in the Early Years (Contemporary Books, 1999).