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ERIC Number: ED444271
Record Type: Non-Journal
Publication Date: 1998
Pages: 456
Abstractor: N/A
Reference Count: N/A
ISBN: 0-89079-753-6
ISSN: N/A
The Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech: The LiPS Program. Third Edition. [Multimedia Kit].
Lindamood, Patricia; Lindamood, Phyllis
This kit presents the "Lindamood Phoneme Sequencing (LiPS) Program for Reading, Spelling, and Speech," a program designed to promote the development of an oral-motor, visual, and auditory feedback system that enables all students, including students with learning disabilities, to prove the identity, number, and order of phonemes in syllables and words. The LiPS program is structured in a progression of five levels. The introductory level focuses on establishing the climate for learning. The second level emphasizes identifying and classifying speech sounds and helps students differentiate consonants and vowels. The third level focuses on tracking speech sounds in sequences and associating sounds and symbols with these sequences. The LiPS program uses concrete objects (mouth pictures and colored blocks) to help students track sounds. The next level of the LiPS program emphasizes sound-symbol associations. The final level provides the first experiences with integrating the auditory tracking skills and the sound-symbol associations. Spelling and reading skills are introduced using letter symbols printed on tiles and felt squares. The kit includes a trainer's manual, research booklet, a 39-minute videotape recording, an audiocassette, mouth pictures, letter symbol cards, felts, static cling letter symbols and mouth pictures, colored plastic blocks, and letter symbol tiles. (CR)
PRO-ED, Inc., 8700 Shoal Creed Blvd., Austin, TX 48757-6897; Tel: 800-897-3202 (Toll Free); Fax: 800-397-7633 (Toll Free); Web site (orders): http://www.proedinc.com (Product number 8600, $498).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A