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Success Stories from Teachers“I don't know what magic there is in Zoo-phonics...but the children did everything I had been struggling to get them to do. It was nothing less than a miracle.”Janet Fodor, Preschool, Special Ed. Honolulu, HI “Since we integrated the Zoo-phonics program in our Kindergarten mid-year, we have seen a dramatic improvement in all students who needed help learning the letter sounds, especially our ELL kids! All of the students began learning the program together and this gave our ELL kids a lot of confidence as they made great progress along with our English-speaking students! I can't wait to use the program right at the beginning of the year this coming fall!” Lana Youngberg, Teacher Parley's Park Elementary School, Park City, UT “If I could take back children I had years and years ago, and teach them Zoo-phonics, I know they would have no problem with their reading and that's how I feel about it.” Pat Hing, 1st Grade Teacher Stockton, CA “Zoo-phonics brought the alphabet alive for my kindergarten students! After only one day, the students all could signal and say the sounds. By the end of the first month, we were building words! Zeke Zebra and all his friends really captivated the students! Great Program!” Diane Kardash, Kindergarten Teacher Hunter Elementary, Fairbanks, AK “Zoo-phonics is a great way to introduce children to sounds, letters and beginning reading. Connecting movement and animals to the sounds makes the learning fun and allows children to learn with their whole body. I have found that parents are not threatened by this program and readily join in the fun of moving and connecting sounds to letters. The enthusiasm of both the parents and the students has caused our students to make great progress.” Sally Mathers, Program Specialist Great Falls School District, Great Falls, MT “I am a veteran teacher of 23 years. I have a masters degree in reading and have taught both general and special education. Zoo-phonics is by far the most effective reading program that I have ever encountered in all my teaching years. My special education kindergarten students learned all of their letter sounds in 2 weeks! I had such incredible results with this multi-sensory learning styles based program that, at first, I was reluctant to tell anyone because they wouldn't believe it. My district has adopted Zoo-phonics for all of our kindergartens. My professional assessment of Zoo-phonics is that it is the most brilliant and creative approach to reading that I have ever seen. I will NEVER teach reading without it again!” Pat Haberlein, Teacher North Oakview Elementary, Grand Rapids, MI “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 hava 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 learnied letter sounds and I am gratified at how easily they are applying this knowledge to become emergent readers.” Shelley R. Collett, Kindergarten Teacher San Jacinto Unified School District, San Jacinto, CA “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 Kerman-Floyd Elementary, Kerman, CA “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 CUNY Graduate School, 365 Fifth Av, New York, NY |
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