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19
Games and 6 Songs |
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| Side 1 |
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"Vroom Vroom On the Go "
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This Book requires a My First LeapPad to function. These books are the UK version with English spellings and narration. Click here for more info. |
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Educational
Focus
Reading
refers to the process of understanding a written, linguistic message; the
process of obtaining meaning from printed language; or the process of orally
expressing printed language in a meaningful way. Reading is primarily a
function of decoding skill (the process of getting meaning from written
symbols) and listening comprehension. Most developing readers understand
more of what's read to them than they can read themselves, but by age 9+,
most children can read a written text and comprehend it as well as if it
were read to them. Reading success for preschoolers and early primary depends
upon their oral language skills, letter knowledge, print awareness, and
motivation to learn about and appreciate different forms of writing (e.g.,
letters, story books, nursery rhymes, nonfiction books, lists of things
to do). Children develop early reading skills by building upon their understanding
that words are made of sounds (phonemic awareness) and their understanding
that these sounds are represented by letters of the alphabet. Therefore,
rhyming and alliteration play key roles by calling attention to the sounds
of language. Encouraging children to write and giving them many opportunities
to read are also important. Preschoolers and early primary children properly
pronounce an increasing number of words, know synonyms for common words
and even begin to understand the structure of words (e.g., compound words
such as "flashlight," simple
prefixes such as un- in "unable," simple
suffixes such as -ing in "running"). As children develop listening comprehension,
they explore the uses and functions of written language. Children practice and
enhance their vocabulary, language skills and comprehension skills by discussing
what's read to them, predicting upcoming text, asking questions, or retelling
stories they've heard or read themselves. |
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| CLICK HERE for demo sounds from side 1 |
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| CLICK HERE for demo sounds from side 2 |
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CLICK HERE |
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