Number 9 in My Series – Strategies Making the Jazzles Difference
In May 2006, the National Council on Teacher Quality published an extensive report on ‘What Education Schools Aren’t Teaching About Reading’.

It found that “the two ‘newest’ components of good reading instruction — phonemic awareness and fluency— were broached in the fewest classes, just one in 20 education schools. In contrast, phonics, long the linchpin of reading, was taught in one out of seven classes, with slightly more frequency than comprehension, arguably the hallmark component for the whole language approach.”

Providing Support for Elementary Teachers
Unlike nearly every other PreK-G1 resource, Jazzles focuses on developing phonemic awareness skills via songs that are prolifically alliterative (the repetition of the same initial sound in several words in connected text). Children love alliteration because it is ‘tongue-twisting’ and memorable.

Over 40,000 YouTube Plays

Over 40,000 YouTube Plays

Click to Play and see alliteration in action!

Strong Mnemonic Aid
Alliteration is also a key component of the Jazzles multiple memory strategies.
Research shows that it is more probable that children will consistently remember expressions that alliterate than those that don’t.  This appears to be almost intuitive.

Phonemic awareness is the strongest predictor of reading success – more highly related to reading development than intelligence, reading readiness, and listening comprehension (Stanovich, 1986,1994). Jazzles lyrics excel at developing the phonemic awareness skill of initial sound fluency.

Two independent theses (2008) using Jazzles Songs support its effectiveness. See Previous Post

What’s the Take-Out?
Jazzles ELA not only provides the resources that engage children to intuitively develop their phonemic awareness skills, it also provides the teachers with how to teach it using the Jazzles ELA Advanced Lesson Plans!

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