Zoo-phonics® and children with special needs

Zoo-phonics and children with special needs

Zoo-phonics® works exceptionally well with special needs students.

  • Besides learning disabilities, ADD/ADHD and dyslexia, children who, having been diagnosed with autism (including Asperger’s Syndrome), apraxia, cerebral palsy, Down Syndrome, etc., have quickly learned the alphabet, and have been able to learn to read, spell and write through the Zoo-phonics® methodology. Children (and their parents) quickly see their own progress, and self-image and confidence grows. Children have been successfully mainstreamed or included because of the efficiency of this program.
  • Zoo-phonics® works exceptionally well with students with learning disabilities because it is concrete, uses pictorial mnemonics, is kinesthetic and multi-modal.
  • With Zoo-phonics®, children learn to read and spell through their eyes, mouth, ears and body. If one perceptual channel is weak, there are three other channels to take over and support the weak one. For example, if a child has an auditory deficit, his/her eyes, mouth and body will take over and help him or her to access, understand, memorize, use and transfer the new information. Children learn though Zoo-phonics® when no other program works.
  • The colorful Animal Letters and Body Movements (Signals) engage the child and hold his or her attention. Because the curriculum is so playful, children not only want to learn, their behavior improves because the children are on task and happy while learning through Zoo-phonics®. Instead of telling children to “sit down and be quiet” we encourage them to wiggle their hands and body and make sounds (letter sounds)!

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Your use of picture mnemonics to teach letter-sound relations is indeed supported by findings of our 1983 study published in the Journal of Educational Psychology

Your use of picture mnemonics to teach letter-sound relations is indeed supported by findings of our 1983 study published in the Journal of Educational Psychology. In this study we found in two experiments that beginning readers learned letter-sound relations more effectively when they were taught associations between objects having shapes that resembled the shapes of the letters and having names that began with the sound to be associated with the letters. You have applied this principal to all of your letters. In addition you have included body movements that relate to the objects. The evidence suggests that this should help children learn these associations more effectively. Help in learning letter-sound associations is particularly important for children who come to school without much knowledge about letter shapes, names and sounds and for children who have a difficult time remembering associations by rote. In addition, building letter instruction around animals and body movements make learning more fun.

Professor Linnea C. Ehri Program in Educational Psychology March 10, 2016

This is a well-crafted Language Arts program that works for all children

Zoo-phonics, with its cast of child-pleasing Animal Characters, has made a dramatic impact on the beginning reading program at our school. Three, four, and five-year old students are sounding letters, blending letters, building words and reading. It is delightful to see and hear the students as they internalize the sound letter relationship in a natural, fun way. Zoo-phonics uses the three modalities; visual, auditory, and kinesthetic; to take the students from the concrete sounds to the abstract letters that represent these sounds. All 15 of my preschool, first and second grade teachers have been trained in Zoo-phonics. They are all enthusiastic about the program and ecstatic over the results. This is a well-crafted Language Arts program that works for all children.

Nancy Newsome Principal March 10, 2016

They are confidently sounding out and spelling CVC words as they write simple sentences

I have been teaching kindergarten for 5 years now. This year at the end of the 2nd trimester, all but one of my 20 students have a firm knowledge of letter recognition (upper and lowercase) and letter sounds. They are confidently sounding out and spelling CVC words as they write simple sentences. Their parents are amazed at how quickly they learned letter sounds and I am gratified at how easily they are applying this knowledge to become emergent readers.

Shelley R. Collett Kindergarten Teacher March 10, 2016