Learning the abc sounds

‎ABC MAGIC PHONICS on the App Store

Description

This app will help your child learn the sounds of the letters of the alphabet, which are necessary for reading. Learning the sounds of the letters gives your child the tools for reading and helps them become better readers. A matching phonetic photo image is matched with each letter to help your child learn the sound of each letter.

This app has many customizable features, including the ability to select which specific letters you would like you child learn.

LOWERCASE
Don’t waste your child’s time teaching them capital letters, which represent only 5% of the words in printed text. 95% of the printed word in books and periodicals is in lowercase letters. Give your child the smart start of learning lowercase letters first.

LETTER SOUNDS
The sounds of the letters are what give children the tools for reading.
Just like counting skills are the foundations of addition, knowing the sounds of the letters are the foundations of reading. Contrary to popular belief and the current educational paradigm, teaching your child the names of the letters DOES NOT help your child learn how to read! TEACHING THE SOUNDS OF THE LETTERS DOES HELP YOUR CHILD LEARN HOW TO READ! Give your child the smart start of learning the sounds of the letters!

RHYTHM
The repetition and rhythm of the words will help your child memorize the sounds of the letters.

VISUAL
The photograph images and colored letters will help your child in learning the letter sounds.

AUDITORY
Children speak all the sounds and words.
Each letter will repeat its sound when touched.
Each photo will say its name when touched.
Most young learners child will enjoy repeating the sounds they hear on this app.

FOCUS
All distracting bells and whistles have been removed to allow your child to focus on the essential skill to be learned here-associating a letter with its most commonly occurring sound using photographs.

A team of educators using accelerated learning techniques and Montessori principles developed this app. It has been tested and used with preschool children. The children loved it and it helped them learn the letter sounds. Please give us your feedback and suggestions.

Jun 23, 2020

Version 4.3

When "x at the end of words" is not selected the x page still sounded out words if the screen was touched. This is fixed.

If you like this app, please leave a review.
Reviews REALLY help.
Reviews are much APPRECIATED.

Ratings and Reviews

11.5K Ratings

Very useful

Great app for phonics. I like that it has no distracting music in the background. The focus is on sounding the alphabet.

I love this app!

I’m currently a literacy specialist student and researched this app for a class. I’m considering using it now with my students. I really the simplicity of this app as it doesn’t have any “fluff.” If being used to help students learn a specific a skill there shouldn’t be too many distractions from the purpose. There are plenty of other apps with all kinds of games and bells & whistles, but I really like how it’s straight up with practicing letter names and sounds! The purpose of this app isn’t lost! Thanks!

Awesome alphabet app!

This app is awesome for children who are learning their alphabet. It has three choices that you can use when looking at the letters. You can use one picture to go with the letter, four pictures to go with the letter or do letter and picture matching. It also tells you the sound that each letter makes with the short vowel sounds. This app is awesome!

The developer, PRESCHOOL UNIVERSITY, indicated that the app’s privacy practices may include handling of data as described below. For more information, see the developer’s privacy policy.

Data Not Collected

The developer does not collect any data from this app.

Privacy practices may vary, for example, based on the features you use or your age. Learn More

Information

Seller: PRESCHOOL UNIVERSITY
Size: 154.3 MB
Category: Education
Age Rating: 4+, Made for Ages 0–5
Copyright: © 2010 PRESCHOOL UNIVERSITY LLC
Price: Free

Developer Website
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More By This Developer

The Alphabetic Principle | Reading Rockets

Not knowing letter names is related to children's difficulty in learning letter sounds and in recognizing words. Children cannot understand and apply the alphabetic principle (understanding that there are systematic and predictable relationships between written letters and spoken sounds) until they can recognize and name a number of letters.

Children whose alphabetic knowledge is not well developed when they start school need sensibly organized instruction that will help them identify, name, and write letters. Once children are able to identify and name letters with ease, they can begin to learn letter sounds and spellings.

Children appear to acquire alphabetic knowledge in a sequence that begins with letter names, then letter shapes, and finally letter sounds. Children learn letter names by singing songs such as the "Alphabet Song," and by reciting rhymes. They learn letter shapes as they play with blocks, plastic letters, and alphabetic books. Informal but planned instruction in which children have many opportunities to see, play with, and compare letters leads to efficient letter learning. This instruction should include activities in which children learn to identify, name, and write both upper case and lower case versions of each letter.

What is the "alphabetic principle"?

Children's reading development is dependent on their understanding of the alphabetic principle – the idea that letters and letter patterns represent the sounds of spoken language. Learning that there are predictable relationships between sounds and letters allows children to apply these relationships to both familiar and unfamiliar words, and to begin to read with fluency.

The goal of phonics instruction is to help children to learn and be able to use the Alphabetic Principle. The alphabetic principle is the understanding that there are systematic and predictable relationships between written letters and spoken sounds. Phonics instruction helps children learn the relationships between the letters of written language and the sounds of spoken language.

Two issues of importance in instruction in the alphabetic principle are the plan of instruction and the rate of instruction.

The alphabetic principle plan of instruction

Teach letter-sound relationships explicitly and in isolation.
Provide opportunities for children to practice letter-sound relationships in daily lessons.
Provide practice opportunities that include new sound-letter relationships, as well as cumulatively reviewing previously taught relationships.
Give children opportunities early and often to apply their expanding knowledge of sound-letter relationships to the reading of phonetically spelled words that are familiar in meaning.

Rate and sequence of instruction

No set rule governs how fast or how slow to introduce letter-sound relationships. One obvious and important factor to consider in determining the rate of introduction is the performance of the group of students with whom the instruction is to be used. Furthermore, there is no agreed upon order in which to introduce the letter-sound relationships. It is generally agreed, however, that the earliest relationships introduced should be those that enable children to begin reading words as soon as possible. That is, the relationships chosen should have high utility. For example, the spellings m, a, t, s, p, and h are high utility, but the spellings x as in box, gh, as in through, ey as in they, and a as in want are of lower utility.

It is also a good idea to begin instruction in sound-letter relationships by choosing consonants such as f, m, n, r, and s, whose sounds can be pronounced in isolation with the least distortion. Stop sounds at the beginning or middle of words are harder for children to blend than are continuous sounds.

Instruction should also separate the introduction of sounds for letters that are auditorily confusing, such as /b/ and /v/ or /i/ and /e/, or visually confusing, such as b and d or p and g.

Instruction might start by introducing two or more single consonants and one or two short vowel sounds. It can then add more single consonants and more short vowel sounds, with perhaps one long vowel sound. It might next add consonant blends, followed by digraphs (for example, th, sh, ch), which permits children to read common words such as this, she, and chair. Introducing single consonants and consonant blends or clusters should be introduced in separate lessons to avoid confusion.

The point is that the order of introduction should be logical and consistent with the rate at which children can learn. Furthermore, the sound-letter relationships chosen for early introduction should permit children to work with words as soon as possible.

Many teachers use a combination of instructional methods rather than just one. Research suggests that explicit, teacher-directed instruction is more effective in teaching the alphabetic principle than is less-explicit and less-direct instruction.

Guidelines for rate and sequence of instruction

Recognize that children learn sound-letter relationships at different rates.
Introduce sound-letter relationships at a reasonable pace, in a range from two to four letter-sound relationships a week.
Teach high-utility letter-sound relationships early.
Introduce consonants and vowels in a sequence that permits the children to read words quickly.
Avoid the simultaneous introduction of auditorily or visually similar sounds and letters.
Introduce single consonant sounds and consonant blends/clusters in separate lessons.
Provide blending instruction with words that contain the letter-sound relationships that children have learned.

The use of the speech therapy alphabet by E.V. Novikova in literacy classes in kindergarten

One of the most important tasks that we set, in addition to the normalization of sound pronunciation, is to prepare children for learning to read and write. Parents of children in a speech therapy group are, as a rule, very demanding on how their children can read at the end of kindergarten. The successful solution of these problems requires an innovative approach, the use of the latest developments [4]. In speech therapy groups, we used the G.A. Kashe, the only program approved by the Ministry of Education. But the order of studying sounds and letters in this program, in our opinion, is not suitable for modern children - speech pathologists. Because during the week, sounds can be studied alone, and letters are different. For example: 9week: sounds s - s` differentiation of sounds s - z - ts - sh, and we learn to write the letter "m". Week 10: sounds c`, c - c`, differentiation of sounds c` - z` - t` - u, and we learn to write the letter "I". Week 12: we study the sounds c - c`, z - z`, b. Differentiation of sounds b - p - b`, and we learn to write the letter "x". At week 6 we study the sound “yot”, and we learn to write the letter “y” at week 24, etc.

Many people use the primer J.S. Zhukova, it is good, but suitable for children with clear speech, formed phonemic hearing and high cognitive activity. Since the sound “s” is studied in the fourth lesson, the sound “r” comes in a week. Further, "sh", "l". Children of the speech therapy group at the beginning of the year simply may not have these sounds in speech. And it is logical to study letters only on the basis of well-pronounced corresponding sounds. After learning the fifth letter, the reading of words and sentences begins. Most of the children of the speech therapy group simply cannot cope with this. Many authors now offer their developments on teaching kindergarten children to read [1]. I consider very interesting classes on the development of the phonemic side of speech and teaching literacy to children of senior preschool age S.P. Tsukanova, L.L. Betz [3]. You can get a lot of interesting ideas from them when preparing for literacy classes. But the order of passage of letters and sounds seems to us unsuccessful. What is a modern child of a speech therapy group? Most often, these are children with whom parents do little, they have a poor memory (they do not remember letters well), unstable attention, cognitive activity is reduced, sound pronunciation is impaired, the syllabic structure of words, and a poor vocabulary. Most of the children are children with an erased form of dysarthria, and the rest are phonetic-phonemic disorders, general underdevelopment of speech. Children with simple dyslalia are now almost never found in speech therapy groups.

The alphabet of E.V. helps us put everything on the shelves. Novikova "Speech therapy alphabet. A system for rapid learning to read” [2]. Every child in kindergarten has such an alphabet. We start classes in preparation for teaching literacy from the senior group (5 years). We have literacy classes twice a week. The whole work consists of 12 stages (Fig. 1). Let's consider it step by step.

First stage. First, the vowels of the 1st row are studied (A, O, U, Y, E). The sound and the corresponding letter are immediately studied. We study the characteristics of sound in a word (beginning, middle, end), select words for a given sound, select words with given sounds from sentences, stories, write letters in the sand, lay out from a ribbon, print in notebooks.

Second stage. Next, we turn to the study of consonants. First, paired consonants are studied, i.e. the letter P, then B, then differentiation. P-B. This is of fundamental importance for children with phonemic hearing impairment. They must constantly differentiate sounds. Children characterize the sound, explain that we pronounce the sound (n - b) with our lips (put our hand on the neck, listen: if the neck trembles, then the ringing sound is running). So children gradually begin not to mindlessly repeat, but to understand why the sounds P-B, D-T, ... are called paired, why P is deaf, and B is voiced. With the beginning of the study of consonants, we move on to reading syllables. Our task is to bring the reading of syllables to automatism, because the unit of reading is not a letter, but a syllable. After paired consonants, we study unpaired consonants and reading syllables with them. We carry out sound analysis of syllables, typing of syllables.

The tasks for reading syllables are very similar. This helps children bring the skill of reading syllables to automatism. So, in one year of study, children know by heart 5 vowels of the first row, most of the consonants, they can read, write, perform sound analysis of syllables, understand what a vowel sound is, a consonant, a paired consonant (they name pairs from memory), voiced, deaf consonant. Thanks to this presentation of information, all the material in children is understood and lies in the head on the shelves. Colorful illustrations and the image of hard consonants in blue and vowels in red are very helpful in the work.

Teachers reinforce the material during the evening classes by reading the ABC to the children. Once a week, literacy classes. But the order of passage of letters and sounds seems to us unsuccessful. What is a modern child of a speech therapy group? Most often, these are children with whom parents do little, they have a poor memory (they do not remember letters well), unstable attention, cognitive activity is reduced, sound pronunciation is impaired, the syllabic structure of words, and a poor vocabulary. Most of the children are children with an erased form of dysarthria, and the rest are phonetic-phonemic disorders, general underdevelopment of speech. Children with simple dyslalia are now almost never found in speech therapy groups.

The biggest gap in our children is unformed phonemic hearing. Children do not differentiate sounds by ear, they confuse the corresponding letters when reading and writing. For such complex children, we must put all the secrets of reading and writing on the shelves in their heads, each in its place, so that all the information is understandable to children and comes to mind, unraveling the whole tangle of complexities of the world of sounds and letters. The alphabet of E.V. helps us put everything on the shelves. Novikova "Speech therapy alphabet. A system for rapid learning to read” [2]. Every child in kindergarten has such an alphabet. We start classes in preparation for teaching literacy from the senior group (5 years). We have literacy classes twice a week. The whole work consists of 12 stages. Let's consider it step by step.

First stage . First, the vowels of the 1st row are studied (A, O, U, Y, E). The sound and the corresponding letter are immediately studied. We study the characteristics of sound in a word (beginning, middle, end), select words for a given sound, select words with given sounds from sentences, stories, write letters in the sand, lay out from a ribbon, print in notebooks.

Second stage . Next, we move on to the study of consonants. First, paired consonants are studied, i.e. the letter P, then B, then differentiation. P-B. This is of fundamental importance for children with phonemic hearing impairment. They must constantly differentiate sounds. Children characterize the sound, explain that we pronounce the sound (n - b) with our lips (put our hand on the neck, listen: if the neck trembles, then the ringing sound is running). So children gradually begin not to mindlessly repeat, but to understand why the sounds P-B, D-T, ... are called paired, why P is deaf, and B is voiced. With the beginning of the study of consonants, we move on to reading syllables. Our task is to bring the reading of syllables to automatism, because the unit of reading is not a letter, but a syllable. After paired consonants, we study unpaired consonants and reading syllables with them. We carry out sound analysis of syllables, typing of syllables. The tasks for reading syllables are very similar. This helps children bring the skill of reading syllables to automatism.

So, in one year of study, children know by heart 5 vowels of the first row, most of the consonants, they can read, write, perform sound analysis of syllables, understand what a vowel sound is, a consonant, a double consonant (they name pairs from memory), voiced, deaf consonant. Thanks to this presentation of information, all the material in children is understood and lies in the head on the shelves. Colorful illustrations and the image of hard consonants in blue and vowels in red are very helpful in the work. Educators in the evening classes reinforce the material by reading the alphabet with the children. Once a week, on weekends, parents receive the alphabet at home. The ABC has clear guidelines for parents at each stage of education. Some children who have learned to read the syllable well, to hear the syllable in words, begin to read on their own. But most children have to work well in the preparatory group. Having studied the first and second stages in the senior group, work in the preparatory group begins with the third stage. In the preparatory group, we have literacy classes three times a week. The developed thematic planning for teaching literacy based on the alphabet E.V. Novikova, we use in our work with children in kindergarten. Literacy begins in the second week of September. First, during the first two weeks, we repeat the vowels A, O, U, Y, E.

Third stage . We introduce children to the letter and sound [th]. Then, we study the vowels of the second row I, Yo, Yu, I, E. At the end of the study of vowels, we tell and show a fairy tale about the formation of vowels of the second row, given in the alphabet. We repeat vowels during the year at each lesson, and the children meaningfully name the terms: vowels of the first row, vowels of the second row.

Fourth stage . We turn to the study of consonants, most of them were studied in the older group, but at this stage we introduce the concepts of hard and soft consonants, we begin to differentiate consonants by hardness and softness and by deafness-voicedness (paired consonants are studied only in pairs and before unpaired consonants). The syllable tables of the alphabet help to practice reading, soft consonants are shown in green. At this stage, sound analysis of only syllables is carried out. Analyzing a syllable with soft consonants, children argue as follows: pya - the first sound [n`] - a deaf soft consonant, the second sound [a], but after soft consonants, vowels of the second row are studied. This rule is well memorized by children, and with daily sound analysis, children firmly master these laws of Russian grammar. We finish studying letters (except for ь and ъ) at the beginning of February. The skill of reading various types of syllables has been brought to automaticity.

From the fifth to the ninth stage we start reading words. Tables for reading words include words of various syllabic structures from simple to complex, which contributes to a better formation of the syllabic structure of speech in children of the speech therapy group. Then separate lessons are devoted to practicing reading words with "b" and "b". This is where we start making suggestions. We study the rules for writing proposals. While reading the words, we work out the rules for writing combinations of zhi-shi, cha-cha, chu-shu. We study that the names of people, the names of animals, the names of cities, rivers, streets, countries are capitalized. At this stage, we carry out sound analysis and synthesis of words. Learning to type sentences.

Tenth stage . Since our children are special, and for them the greatest difficulty is the differentiation of sounds, we again return to the differentiation of consonants according to sonority-deafness, but not in syllables, but in words.

Eleventh stage . At this penultimate stage, we develop in children the skill of correctly reading words with consonants, hardness-softness. There are a large number of words in the reading tables. Reading them, we analyze the meaning of these words, make sentences with them, select synonyms, antonyms, learn to put questions to them, which helps to expand the vocabulary of children.

The twelfth stage , the last one - we learn to read short texts, we practice observing the correct intonation, we learn to delve into the meaning of what we read.

Using the development of E.V. Novikova, we consider it very effective in working with children. Both children and parents are satisfied with the presentation of information in the alphabet. Children from the preparatory group of the kindergarten come out fully prepared for school. And how they will continue to learn, depends only on them.

Literature.

1. Gerbova V. A book for reading in kindergarten and at home for children aged 5–7. Moscow: Oniks, 2010. 352.

2. Novikova E.V. Logopedic alphabet. Rapid Reading System. Moscow: Gnom, 2012.

3. Tsukanova S.P., Betz L.L. I am learning to speak and read. Moscow: Gnome, 2006.

4. Yakovleva G.V. The content and organization of innovation activity in a modern preschool educational institution // Innovative projects and programs in education. 2011. No. 4.

Vowels and consonants and sounds

Russian alphabet

A a
B b be
in ve
y y ge
D d de
E e e
Yoyo yo
F zhe
W w ze
Both and
th and short
K k ka
L l el
M m em
N n en
O o about
P p pe
P p er
C s es
T t te
at
F f ef
x x ha
C c ce
H h che
W w sha
u u shcha
b hard sign
s s
b soft sign
uh e
Yu Yu yu
I am i

33 letters
10 vowels	21 consonants	2 digits
	b c d j h z j k l m n p rs t v x z w y	b b

42 sounds
6 vowels		36 consonants
[a] [u] [o] [y] [s] [e]		Paired		Unpaired
Drums	Hammerless	Voiced	Silent	Voiced	Silent
		[b] [b'] [c] [c'] [g] [g'] [d] [d'] [g] [h] [h']	[p] [p'] [f] [f'] [k] [k'] [t] [t'] [w] [s] [s']	[d'] [l] [l'] [m] [m'] [n] [n'] [r] [r']	[x] [x'] [c] [h'] [w']


		Paired		Unpaired
		Hard	Soft	Hard	Soft
		[b] [c] [g] [d] [w] [c] [l] [m] [n] [p] [r] [s] [ t] [f] [x]	[b'] [c'] [g'] [d'] [w'] [c'] [l'] [m'] [n'] [p' ] [p'] [s'] [t'] [f'] [x']	[W] [C] [W]	[d'] [h'] [w']

How letters differ from sounds

Sound is elastic oscillations in any medium. We hear sounds and can create them, among other things, with the help of the speech apparatus (lips, tongue, etc.).

The letter is a symbol of the alphabet. It has an uppercase (excl., ь and ъ ) and a lowercase version. Often a letter is a graphic representation of the corresponding speech sound. We see and write letters. So that the pronunciation features do not affect the letter, spelling rules have been developed that determine which letters should be used in the word in question. The exact pronunciation of a word can be found in the phonetic transcription of the word, which is shown in square brackets in dictionaries.

Vowels and sounds

Vowel sounds (“voice” is the Old Slavonic “voice”) are sounds , [e] , during the creation of which the vocal cords are involved, and no barrier is erected on the path of the exhaled air. These sounds are sung: [aaaaaaa] , [iiiiii] . ..

Vowel sounds are indicated by letters A , E , E , and , O , U , s , E , U ,

0 I . The letters e , e , u , i are called iotated . They represent two sounds, the first of which is [th'] when

come first in a phonetic word

 barely [y'el'e] (3 letters, 4 sounds) more [y'isch'o] (3 letters, 4 sounds) hedgehog [y'osh] (2 letters, 3 sounds) Julia [y'ul'a] (3 letters, 4 sounds) apple [y'ablaka] (6 letters, 7 sounds) testicle [y'iich'ka] (5 letters, 6 sounds)

followed by vowels

 tarantula [pt'itsy'etʹ] (7 letters, 8 sounds) her [yi'oʹ] (2 letters, 4 sounds) cabin [kai'uta] (5 letters, 6 sounds) blue [s'in'iy'a] (5 letters, 6 sounds)

followed by - and -

 entry [vy'est] (5 letters, 5 sounds) rise [fall'om] (6 letters, 6 sounds) lew [l'y'u] (3 letters, 3 sounds) wings [wing'y'a] (6 letters, 6 sounds)

The letter and also denotes two sounds, the first of which is [th'] when

follows

 nightingales [salav'y'iʹ] (7 letters, 7 sounds)

In a word, vowels highlighted during pronunciation are called stressed , and not highlighted - unstressed . Stressed sounds are most often both heard and written. To check what kind of letter you need to put in a word, you should choose a single-root word in which the desired unstressed sound will be stressed.

 running [b'igushch'y'] - running [b'ek] mountain [gara] - mountains [mountains]

Two words united by a single stress make one phonetic word.

 to the garden [fsat]

There are as many syllables in a word as there are vowels. The division of a word into syllables may not correspond to the division during transfer.

 e-yo (2 syllables) to-chka (2 syllables) o-de-va-tsya (4 syllables)

Consonants and sounds

Consonant sounds are sounds that create a barrier in the way of exhaled air.

Voiced consonants are pronounced with voice, and voiceless consonants without it. The difference is easy to hear in paired consonants , for example, [p] - [b] , when pronouncing which the lips and tongue are in the same position.

Soft consonants are pronounced with the participation of the middle part of the tongue and are indicated in transcription with an apostrophe ', which occurs when the consonants

are always soft

 ai [ai'] (2 letters, 2 sounds) beam [beam '] (3 letters, 3 sounds) bream [l'eshch'] (3 letters, 3 sounds)

follow in front of the letters e , Y , and , Y , I , B (Territory, always solid

 [f] 
0 [c]

, [c] , [c] , [c] , [c] , [c] , [c] , [c] , [c] , [CA and in loanwords)

 stranded [m'el'] (4 letters, 3 sounds) aunt [t'otʹa] (4 letters, 4 sounds) people [l'udʹi] (4 letters, 4 sounds) life [zhyz'n'] (5 letters, 4 sounds) circus [circus] (4 letters, 4 sounds) neck [sheya] (3 letters, 4 sounds) tempo [temp] (4 letters, 4 sounds)

followed by soft consonants (some cases)
```
 pancake [bl'in'ch'ik] 
```

The rest of the consonants will mostly be hard .

hissing consonants include the sounds [w] , [w] , [h '] , [w'] . Speech therapists rule their pronunciation penultimately: the tongue must be strong and flexible in order to resist exhaled air and be held against the palate in the shape of a cup. Vibrating 9's are always last in line.0340 [p] and [p'] .

Do schoolchildren need phonetics?

Without division into vowels, consonants, stressed, unstressed, of course, it is impossible. But transcription is a clear overkill.

Speech therapists are required to know the phonetic parsing of words and probably it can be useful to foreigners.

For students (from grade 1!), who have not yet mastered the rules of spelling, a rather in-depth study of phonetics only interferes, confuses and contributes to incorrect memorization of the spelling of words. It is “back” that the child will associate with the pronounced “run”.