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!
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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/10.1037/0022-0622.214.171.124
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
Disclaimer: The product featured in this post was a gift from PrintsField. All opinions are my own.
I’ll be honest, I’m not normally a sock fanatic. You know the type; the people with a pair of fun socks for each day of the week, each holiday, each special occasion, their favorite sports team or food or hobby….. There is a whole industry that caters to them! I’m not one of those folks.
But my fur babies? They are a different story. We have framed pictures of our pets. We take them on vacation. They have memory foam mattresses in our home. Long before I became the mommy to my little human, I was a proud fur baby mama to a growing menagerie of dogs, cats, and other little beasts. We’ve had hamsters we rescued from a home where they were being bullied by their cage mates, a gold fish we found in a broken bag outside a street carnival, and more. Before I decided to be an educator, I wanted to be a veterinarian. My family volunteers with animal rescues (mostly the amazing Friends with Four Paws… if you are looking for a new family member and live in the New York Tristate Area, be sure to check them out!). Needless to say, we love our pets.
So I was super excited to receive these adorable socks with my dog Basil’s face on them. Basil was the first fur baby I adopted as an adult. Sure, I had dogs growing up, and I became the mama to my husband’s dog when we started dating. But Basil was my first. While I love all my fur babies, she holds a special place in my heart.
I was quite impressed to hear PrintsField manufactures in the United States. I’m all about supporting businesses that create American jobs! Ordering was quick and painless as their website is very user friendly. I picked the ‘'Personalized Dog Socks’, in pink, and while I ordered them with one face, you can select between 1 and 3. After ordering, I promptly received an email with a status update. In fact, I received order updates regularly until the order was delivered. Eight days after I placed my order, I had my socks in hand (and it is also worth noting I ordered on a Sunday).
When I took them out of the packaging they looked huge; I am normally a shoe size 7.5-8, so I ordered a medium. Fear not; they fit just fine! The socks bunch some at the ankles, which gives a cute, retro look. The fabric was a bit shinier than anticipated when looking at them close-up, but I also am super picky with fabrics. If you are wearing them, no one is going to be able to tell they have a bit of a sheen, and the images printed on them are totally Instagram worthy!
Overall, I was very impressed with PrintsField’s overall operation, and love the socks. I should also note, they make a wide variety of products other than socks; they create custom mugs, laptop cases, notebooks, and more. I’d absolutely recommend their products to any animal lovers, or people looking for a fun novelty gift for another occasion (Father’s Day, which just passed, comes to mind!). I look forward to showing these socks off the next time I volunteer with the animal rescue I work with!!!
Final verdict? These socks are a yes. Be sure to check PrintsField out!!!
May 2020 (Prior to 5/31)
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