PASS Video: Who can benefit?
Promoting Awareness of Speech Sounds (PASS)
The first-ever, research-based, phonological awareness program for preschoolers that extends to early elementary-aged children AND aligns to Common Core State Standards for English Language Arts.
An engaging puppy hand-puppet (Goldie) will motivate your young students to rhyme, segment and blend syllables, and segment and blend phonemes—the phonological awareness skills that build the foundation for their literacy and speech development.
Six distinct research studies have demonstrated that direct instruction using PASS—which includes 3 units and 76 lessons of instruction—has a significant positive effect on children’s development of phonological awareness skills.
- 3 units of instruction: Rhyming, Blending, and Segmentation
- 76 lessons within a clearly constructed scope and sequence to ensure phonological awareness success for children
- Aligns to Common Core State Standards for English Language Arts
- 9 popular storybooks linked to the curriculum
- Suggestions for modeling and effective instructional feedback
- Criterion-based assessment to monitor progress (that aligns with Response-to-Intervention—RTI—programs)
Three spiralbound Teacher’s Guides: Rhyming, 62 pages, Blending, 70 pages, Segmentation, 120 pgs., spiralbound Student Flip Book, 288 pages, spiralbound Implementation Guide, 90 pages, Goldie the puppy puppet, 9 storybooks (PASS Package only), 7 game boards with game pieces, 380 game cards, miscellaneous manipulative materials based on a puppy theme.
Written by Froma Roth, PhD, CCC-SLP, Colleen Worthington, MS, CCC-SLP and Gary Troia, PhD, CCC-SLP. Includes PDF on Win/Mac CD with a Classroom License for printouts, 2012.
Reviews / Testimonials
“PASS is working very well for us. We highly recommend it as a great intervention tool!”
Dr. Sarah Marriott
Elementary School Principal/Director of Special Education
Slater School District
The evidence basis for PASS comes from 6 studies which are each described in the PASS Research PDF document. The primary purpose of the first two studies was to determine the efficacy of PASS for preschool children with speech and language impairments. The third study was designed as an exploratory investigation to examine the long-term benefits of PASS on children’s literacy development. The aim of the fourth and fifth studies was to ascertain the effectiveness of PASS as a Tier 2 instructional program within a response-to-intervention (RTI) educational model for at-risk 3- and 4-year old children. The sixth study was a pilot investigation to determine the effectiveness of PASS for preschool children who are English-language learners (ELLs). For all studies, PASS instruction was implemented in conjunction with systematic training in the alphabetic principle.