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ERIC Number: EJ820655
Record Type: Journal
Publication Date: 2008-Dec
Pages: 4
Abstractor: As Provided
Reference Count: 7
ISSN: ISSN-0034-0561
Using Sound Boxes Systematically to Develop Phonemic Awareness
McCarthy, Patricia A.
Reading Teacher, v62 n4 p346-349 Dec 2008
A strong relationship exists between phonological processing skills and learning how to read and write in an alphabetic language. How easily a child can use this phonological information has an impact on his or her decoding. For most children, phonological processing skills develop through literacy experiences at home and in their kindergarten classrooms. Yet for some students, learning to detect and manipulate the phonemes in words can be difficult. For these children, using sound boxes to add a kinesthetic aspect to this auditory process scaffolds their learning as they become more adept at manipulating the phonemes in words. This article presents a system of organization and delivery for sound boxes, including guidelines for selecting appropriate words and establishing a gradient of difficulty for instruction, and describes a gradual-release-of-responsibility model for teaching phoneme segmentation. (Contains 1 figure and 1 table.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A