THE MBR BEGINNING READING PROGRAM
OVERVIEW OF UNIT II

| MBR INTRODUCTION AND TABLE OF CONTENTS |

From Unit I the students know the letter names and how to read at least one word for every letter of the alphabet. The main objective of the forty lessons of Unit II is to build on what the students know from Unit I and teach them the consonant and short vowel sounds of the letters. Signing again plays a key role - this time in the form of the finger alphabet, chanting of the letter sounds and connecting sounds with the beginnings of words.

FORMAT OF THE LESSONS IN UNIT II

Most of the lessons in Unit II have the following format:

MATERIALS FOR UNIT II

REFERENCES FOR UNIT II

Adams, M. (1990). Beginning To Read: Thinking and Learning About Print. Center for the Study of Reading: University of Illinois at Urbana-Champaign.

Adams, M. (1998). Phonemic Awareness in Young Children. Baltimore, Maryland: Paul H. Brookes Publishing Company.

Commission on Reading (1985). Becoming a Nation of Readers. Washington, DC: U.S. Department of Education.

Daniels, M. (1996). Seeing Language: The Effect Over Time Of Sign Language on Vocabulary Development in Early Childhood Education. Child Study Journal, 26, 193-208.

Felzer, L. (1998). A Multisensory Reading Program That Really Works. Teaching and Change, 5, 169-183.

Fry, E. (1992). How To Teach Reading. Laguna Beach, CA: Laguna Beach Educational Books.

Hafer, J. (1986). Signing For Reading Success. Washington, DC: Clerc Books, Gallaudet University Press.

Vernon, M. (1983). A New Approach to Reading. Claremont Reading Conference Yearbook, 170-181.


Laura Felzer, February 2010
laurafelzer@gmail.com