The development of word-reading skills builds upon automaticity in the lower level skills, leading to reading fluency and comprehension essential for all children, not just those who evidence language impairment (LI) or difficulties learning to read. Sunform’s innovative integrated, embedded picture mnemonics approach is consistent with Orthograph Mapping Theory (Ehri & Roberts, 2006), Phases of Word Reading Development (Ehri, 2020) and the latest alphabet research on letter learning and the importance of alphabet knowledge (Roberts, 2021).
Ehri, L.C., & Roberts, T. (2006). The roots of learning to read and write: Acquisition of letters and phonemic awareness. In D.K. Dickinson & S.B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp.113–131). New York, NY: Guilford.
Ehri, Linnea. (2020). The Science of Learning to Read Words: A Case for Systematic Phonics Instruction. Reading Research Quarterly. 10.1002/rrq.334.
Roberts, T.A. (2021). Learning Letters: Evidence and Questions From a “Science of Reading” Perspective. Read Res Q, 00(00), 1–22.
A Journal Devoted to the Teaching of Reading
A Unique, Neurologically Integrated Approach Designed to Simultaneously Teach Letter Sounds and Formations
Fall 2006, Vol. 43, Number 3
The Journal of At-Risk Issues
A Publications of the National Dropout Prevention Center/Network;
How a neurologically Integrated Approach Which Teaches Sound-Symbol Correspondence and legible letter Formations Impacts At-risk First Graders
Vol. 14, Number 1, pp. 13-21
The Journal of Education Research
At-Risk Preschoolers Become Beginning Readers with Neurologically Integrated Alphabet Instruction;
Vol. 2, Issue 1, pp. 61-73
Early Childhood Edu 1
The Effect of Two Handwriting Approaches, D’Nealian and Sunform, on Kindergartners’ Letter Formations;
February 18, 2011