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The program introduces the elements of language in a systematic process. The use of cursive writing for example has influenced the order of presentation of the letters in the program. While the A,B,C ordering is appropriate for classifying words into groups, as is the case in a dictionary, this program has grouped its letters according to how they are formed. For example, the first two letters ‘c’ and ‘a’ both require very similar movements in cursive writing.
The program is designed to focus on the most basic elements of written language during the initial phases of its acquisition, and progresses to increasingly more complex concepts as the children get older. The junior kindergarten program focuses on increasing a child’s phonemic awareness of 20 consonants and 5 short vowel sounds of the alphabet in the initial position of a word. The letter X, making the /ks/ sound, only appears in the initial position in the word X-ray, and for that reason, we introduce this letter sound at the next level of PPIP in the final position of a word. Subsequent programs focus on the same sounds but in the middle and final position of a word. It is not until students understand these latter concepts that we can expect them to combine sound/symbol relationships in all three positions, and begin to read three letter words.
Another feature is that each unit follows the same structure through the repetition of activities throughout all of the instructional units. This highly structured approach creates a reassuring sense security for the students through its order and predictability. It also greatly reduces preparation time for teachers and instructors. This program would be of particular interest for a teacher assuming this grade level for the first time, whether a newly graduated university student or a seasoned professional seeking the challenge of teaching at different level.
The PPIP program has explicitly incorporated phonemic awareness and phonics instructional strategies recommended by the NRP study. Each unit has activities that require learners to isolate individual sounds in a word, recognize the same sound in different words, and categorize sounds, such as isolating a sound that is different or does not belong.
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