This Thanksgiving, I'm grateful for being included in this amazing web series episode by Food Allergy Research and Education. Check out the entire video below!
Disclaimer: This page may contain affiliate links. As an Amazon Associate, I earn on qualifying purchases. Commissions earned help support this blog. You can learn more here.
Get your holiday shopping out of the way with great gifts for the entire family! This post contains links to all my gift guides, as well as my Must Have Products page. More content will be added throughout the holiday season, so check back regularly! As always, many of the products I recommend are ones we use in our own home, and love (if there is a product we haven't used, I always make selections based on overall product rating, brand, and a review of the product's details).
The Gift Guide Roundup!
1. 10 Great Toddler Toys - Toys my child loves, and your's will, too!
2.Stocking Stuffers (and small gifts) for Toddlers and Preschoolers - This post contains both Christmas and Hanukkah gifts and books!
3. 3 Types of Bath Toys Your Toddler Will Love - These bath toys make for amazing gifts for your toddler, or an addition to a baby registry.
4. Great Nonfiction Reads for Dog Parents - Get the dog lover in your life a book they will love! These are some of my favorite nonfiction books about dogs (mostly...).
5. Fishing Themed Toys and Books - Does your child love the ocean? Is your family big into fishing? These ocean and fish themed books and toys make for great additions!
6. Gifts for Her - Great gifts for the woman in your life. Home spa and self care products, clothing, accessories, and much more!
7. Gifts for Him - These gifts are sure to impress, and with top ratings (and an enthusiastic recommendation from my husband), you will have no problem finding the perfect gift for the guy in your life!
8. Top Rated Gifts for Kids - These 4+ Star gifts (almost all are 4.5 and higher) for kids of all ages are sure to impress!
9. Holiday Deals on Amazon - Find the latest deals on Amazon here!
Nothing on this list striking your interest? Check out my Must Have Products page for tons of recommendations for craft materials, organizational items, decor, books, toys, and much more!
And be sure to check back regularly for more additions to this list! Coming soon: Budget Gifts, The Best Gifts for Book Lovers, and more!
Disclaimer: This post has been sponsored by Rhyme to Read. All opinions are my own.
As a former educator with extensive training in the science of learning to read, I always have my eye out for products that are aligned with best practices. It seems as though children’s products touting their educational value are a dime a dozen. With homeschooling becoming an increasing choice due to the ongoing pandemic hitting the US, I predict this trend will only accelerate. But as a former teacher, I am frequently disappointed by many resources labeled “educational” that are on the market. Often, these products have no basis in the science of learning, and some even utilize strategies that are counterproductive.
When it comes to learning to read, literacy science suggests there are five core areas of instruction critical to promote (National Reading Panel, 2000). These are: phonics, phonemic awareness, vocabulary, comprehension, and fluency. An important note to make here, before I continue, is that phonics and phonemic awareness fall under a larger umbrella known as phonological awareness. This is a concept I’ll be returning to several times in this review, starting by letting you know that, from what I have seen from many early literary programs on the market, many programs do not promote critical phonological awareness strategies that contribute to the development of efficient decoding, and later automatic word reading. Instead, many of these programs focus on the first letter of words (rather than what sound that letter makes, that is, it’s phoneme), whole word or sight word reading (i.e. rote memorization of words while relying on the first letter and context cues to predict the word’s entirety), or poorly implemented phonics strategies (e.g. ineffective letter/sound mapping). For instance, you’ll see many programs utilize the word xylophone for the letter ‘x’. Take a moment to say ‘x’, and consider the sound it makes. The phoneme is roughly the same sound that ‘cks’ makes in the word ‘socks’. Does the word xylophone truly highlight that letter’s sound (i.e., the phoneme for ‘x’)? No. A better strategy is to find a word where ‘x’ makes its common sound; words like ‘fox’, ‘six’, or ‘box’. Circling back, problems like this are particularly prominent in products that are computerized, since many aren’t developed by educators, but rather computer programmers. The end result is anyone without a background in the science of education may be fooled into believing that a program is teaching their child to read effectively, when it is not. This isn’t to say these programs are worthless, necessarily (though some certainly are). Just that many programs aren’t quite hitting the mark in promoting effective early literacy strategies.
Rhyme to Read, a program designed by a reading specialist, alongside a PhD in special education, is different.
There are several things I love about Rhyme to Read. First, it isn’t another computer or tablet app that you set your child down in front of, and walk away. It requires effort on behalf of an adult, helping guide the child. Furthermore, while the program does offer an app, it also provides printable copies/ebook versions of the texts via digital download. Reading with your child is known to be an excellent way to build pre-literacy and beginning literacy skills (e.g. American Academy of Pediatrics, 2020). Therefore, the fact that Rhyme to Read promotes actively reading with your child, and offers several formats sets it apart from a lot of the competition.
Rhyming is a frequently used and effective strategy to promote phonological awareness and support reading development (e.g. American Academy of Pediatrics, 2020; Anthony & Lonigan (2004); Roberts & Neal, (2004); National Reading Panel (2000), Goswami, 1990; also, author’s personal experiences teaching and utilizing said instruction strategy under guidance of reading specialists and mentors at both Fitchburg State University and on site at the elementary school I taught at, though anecdotes should always be taken with loads of skepticism!), and this program does a great job of utilizing the strategy for the purpose of reading instruction. This reliance one effective literacy instruction strategy is a feature of Rhyme to Read that sets it apart from some other content marketed to parents as educational. No surprise, the program was designed by a team with expertise in reading instruction. By color coding written language and matching letter combinations with correlating sounds, this program also features an explicit phonics instruction strategy.
While it utilizes strategies often applied in classrooms, the program is easy for parents without a degree in education to use. It is also simple and coherently structured. Rhyme to Read builds throughout each short text on concepts from the previous unit. This progressive increase in difficulty while explicitly drawing from prior units is something known as scaffolding. That is, the program provides building blocks to allow a child to develop skills and move from a place of dependence to full independence with minimal frustration and minimal boredom (i.e., the content is neither too difficult, nor too easy; that is, to use the Goldilocks metaphor, it is ‘just right’ in terms of the challenge the content offers). Rhyme to Read starts with simple rhyming concepts and sight words, and uses color coding to draw readers’ attention to specific sound families. Sight words are called out page by page, and there is no unnecessary text. That is, the authors have carefully crafted each story so that it contains nothing but the conceptual building blocks being introduced. Concepts are also clearly tracked and carried over from unit to unit.
Finally, Rhyme to Read offers diverse representation in their texts. In an era where efforts are increasingly being made to ensure all children can see themselves in media, this program does a nice job of incorporating images of characters with a range of abilities and appearances.
It is important to note that rhyming instruction alone is not sufficient to promote future reading ability (e.g. Yeh, 2008; Martin, et al., 2002; Muter, 1998), and segmentation (something not focused on explicitly in this program) is a vital and potentially the most important skill associated with later reading ability (e.g. Muter, 1998). Furthermore, Rhyme to Read has not been scientifically validated; that is, there have been no experimental studies comparing this program's efficacy to that of other proven programs. As a scientist, this is something I ideally like to see from curriculum materials. All that said, I still would recommend Rhyme to Read to families looking to homeschool, supplement school curriculum at home, or get an early start on more formal reading instruction with their children before they start learning in school. I believe the program would best be used in combination with explicit segmentation/decoding instruction, and other direct reading instruction strategies.
Overall, I loved this program, and believe you will, too!
LOVE THIS? BE SURE TO SHARE!
References and Resources
Tips For Helping Your Child Develop Preliteracy Skills:
American Academy of Pediatrics (2020). Resources for Families: Top Tips for Families for Early Reading and Literacy. https://www.aap.org/en-us/literacy/Pages/For-Families.aspx
Anthony, J. L., & Lonigan, C. J. (2004). The Nature of Phonological Awareness: Converging Evidence From Four Studies of Preschool and Early Grade School Children. Journal of Educational Psychology, 96(1), 43–55. https://doi.org/10.1037/0022-06188.8.131.52
Goswami, U. (1990), A Special Link between Rhyming Skill and the Use of Orthographic Analogies by Beginning Readers. Journal of Child Psychology and Psychiatry, 31: 301-311. doi:10.1111/j.1469-7610.1990.tb01568.x
National Reading Panel. (2000) Report of the National Reading Panel--Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. Washington, D.C.: National Institute of Child Health and Human Development. https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf
Martin, M.E. and Byrne, B. (2002), Teaching children to recognise rhyme does not directly promote phonemic awareness. British Journal of Educational Psychology, 72: 561-572. doi:10.1348/00070990260377523
Muter, V., Hulme, C., Snowling, M., Taylor, S., (1998). Segmentation, Not Rhyming, Predicts Early Progress in Learning to Read. Journal of Experimental Child Psychology. 71(1): 3-27. https://doi.org/10.1006/jecp.1998.2453
Roberts, T., Neal, H. (2004). Relationships among preschool English language learner’s oral proficiency in English, instructional experience and literacy development.
Contemporary Educational Psychology. 29 (3): 283-311. https://doi.org/10.1016/j.cedpsych.2003.08.001
Yeh, S.S. and Connell, D.B. (2008), Effects of rhyming, vocabulary and phonemic awareness instruction on phoneme awareness. Journal of Research in Reading, 31: 243-256. doi:10.1111/j.1467-9817.2007.00353.x
"COVID-19 has highlighted, to an extraordinary degree, my family’s privilege. It is a word you probably hear a lot of right now in the context of systemic racism, but privilege is multifaceted. My family hasn’t lost anyone to the virus. My husband and I haven’t lost our jobs, though they have become exponentially more difficult. We aren’t struggling to keep a roof over our family’s heads or food in our bellies.............. I’m not saying this because I want to brag. Not in the slightest.... No, my summer isn’t canceled. It may be different this year, but I will not allow my privilege and expectations to ruin it. Things don’t always go as planned, but I am lucky that I have the choice to dance in the rain. I’m grabbing my umbrella. What about you?"
Share the Love!
What comes to mind when you hear the term "allergy attack"? Sneezing? A stuffy nose? Itchy eyes? Maybe you know someone with food allergies and think of hives. Perhaps you even understand that food allergies are life threatening. But what about nonfood products?
In my latest piece for Westchester County Mom's Blog, I discuss my child's anaphylactic reaction and how managing food allergies means more than just watching what you eat.
Or, read my other posts about living as a food allergy family and find resources to help your family on The Mindfully Scientific Mama Food Allergy portal.
The following is an advertisement from Amazon. As an Amazon Associate, I earn on qualifying purchases. Learn more about my participation in this program here. Commissions earned help support this blog and allow me to publish new, valuable content. My participation in this program costs you nothing.
Is your family managing food allergies? What is something you would want people to know about living with these conditions?
Be sure to respond below!
Food allergies are terrifying, and trying to protect your child when they suffer from food allergies brings a whole new level of anxiety to the parenting experience. What if my child picks up an allergen at the playground (you’d be shocked how many people leave tree nuts all over the place!)? Can we safely go out to eat as a family? What if one of my child’s classmates brings in food containing one of my child’s allergens (the school is a nut free campus, but is not sesame free, my child’s other allergen)? What if the school uses an unsafe product during an activity? What if one of my child’s friends is wearing body lotion that contains sesame oil? The "what ifs" can feel suffocating.
Until now. Read more about why Social Distancing Helped Ease My Anxiety as a Food Allergy Parent in my latest blog post for The Inclusive Eating Project.
Or, view all my work on food allergies here.
I don't do things like this often. I try to keep my posts to my areas of expertise. But my silence feels a heck of a lot like complicity given what is happening around me. I really don't know what to say, but I'm going to try.
As unacceptable as it is, the color of my skin confers me some level of privilege in the American system. I recognize this, and it is my duty to not shy away from the uncomfortable truth. And uncomfortable it is.
So, to the Black community, your lives, your safety, and your ability to rely equally on the systems that benefit me matter to me. I don't know what else to say. So instead, I am quietly watching. Listening. Learning. Trying to understand, because I don't and can't know what it is like to walk in your shoes. And trying to apply that knowledge to raise my white child to know and do better.
I am sorry. I hear you. And I stand with you.
Yesterday I muted my social media and listened in recognition of #BlackOutTuesday. I've since committed to continuing to keep my social media presence limited, as well as working to amplify melanated voices when I do post. I am going to remain teachable. I'm going to keep listening. I'm going to keep trying to do better.
My colleagues at Westchester County Moms Blog and I have also put together a statement of support. You can read that here.
May 2020 (Prior to 5/31)
Find more recipes, product recommendations, activities, and more!
Disclaimer: Content on this website is meant for informational and educational purposes. Nothing found on The Mindfully Scientific Mama constitutes medical or psychological advice. Always consult a profession in the respect field for advice specific to your situation. Read more about this site's terms and conditions here.