Dr. Phyllis Fischer’s

Concept Training

Research shows that concept training helps students transfer their learning about one vowel or structure to another without specific instructions on the new one. The training strategies of Concept Phonics™ enable almost all beginning readers to transfer their early learning to the more advanced skills needed for general reading. They also make the structures easy and fun!

Flexibility

Children and adults with decoding disabilities vary greatly in what they know, in the processing characteristics that allow them to learn the alphabet code, and in what they need to be successful outside of a remedial setting. A one-size-fits-all approach does not work well for many emerging readers. Concept Phonics™ promotes flexibility
in sequencing the skills taught, allowing student programs to be truly individualized.

Memory Strategies

Concept Phonics™ uses pictures and easy activities to teach vowel-team sounds. These memory strategies help students learn lots of new words with very little teaching time. Many teachers hang the vowel-team pictures in their classrooms so that students can refer to them as needed. Children learn to create their own pictures to help them remember how to spell large numbers of words.

Automaticity

Often children learn the decoding system well enough to decode almost any word, but they can’t read their school books and they won’t even read their favorite books independently. Reading is just too exhausting because the skills have not become automatic! Concept Phonics™ includes specific materials and techniques to develop decoding automaticity.

Reading is based on a code with rules about how the symbols of our alphabet represent sounds. Spelling is taught using both sound-symbol knowledge and memory strategies.   Concept Phonics™ is an effective, affordable, research-based, multi-sensory program for understanding the reading code and teaching reading-decoding and spelling skills to students of any age. Its key features—fluency, flexibility, and concept training—have made it an effective tool for mainstream and special education teachers, clinicians, and tutors across the country.

These features make

Concept Phonics™ unique:

Made by Serif

The complete Concept Phonics™ set includes these 12 items.

Book

– The Sounds and Spelling Patterns of English, knowledge base of the program

Teacher’s Guides 1 & 2
– objectives, activities, and instructions for teaching the sounds and spelling patterns of one- and two-syllable words

Phoneme Practice CD
– for practicing the sounds
of letter combinations

Worksheets 1 & 2
– train the brain’s visual processor to recognize letter units in words.

Speed Drills
– put the visual and speech processors together to read whole words automatically

Contrast Cards, rev. ed.
– train the brain’s speech processor to say the sounds for the letter units.

Vowel-Team Pictures
– teach the spellings and sounds of the r-controlled units and the vowel teams

Word Lists 1 & 2
– 6,500 one- and two-syllable words, sorted by syllable structure, spelling, and sound, for designing your own spelling and reading materials.

Sentences & Paragraphs
– short passages of decodable reading material for beginning readers

[For more information about any item, just click on its picture.]

Concept Phonics™ Program

“Concept Phonics is imbued with authenticity — it’s been field tested and refined for years, so the advice for teachers is practical, clear, and to the point. Dr. Phyllis Fischer is an expert who has given us an excellent program for teaching children how to read and spell.”

Louisa Moats, Ed.D., Director,
NICHD Early Interventions Project

More about Concept Phonics™:

“In January my 14-year-old son was reading at a second grade level.  By May, using the Concept Phonics program, he was reading at a seventh grade level.  Now, in September, he has caught up to his eighth-grade material, and he’s reading whole books on his own.  Concept Phonics has worked as successfully for many of my friends who are home schoolers.  This program worked when nothing else did.”

Linda C., Mount Olive, AL