About Us

Meet the Author

JoAnne NelsonJoAnne Nelson, author of SuperBooks, has a Master’s Degree in the Teaching of Reading from the University of Wisconsin and a Bachelor’s Degree in Education from Washington State University. Her graduate thesis describes a phonics based reading/ writing program she developed for Primary grade students. This became the basis for SuperBooks.

JoAnne Nelson’s educational experiences include: curriculum development and gifted education at the local, state and regional levels, Reading Specialist, Language Arts Consultant and Director of Kindergarten and Early Childhood Programs at the local and regional levels.. Her classroom experience includes teaching assignments in Edmonds, WA., Madison & Lake Mills, WI, and Magnolia, N.J. JoAnne Nelson has written 150 books that have been published in the education market in the U.S. and has recently published a trade book entitled, “The Witches’ Little Sister’.

SuperBooks Research Base and Philosophy

The ability to read words quickly, accurately and effortlessly, is critical to skillful reading comprehension. To become fluent in reading requires an understanding of the basic features of the English language; ie., how to select and translate letter patterns into spoken language by using phonics, syllabication and word parts.

Phonics refers to a system of teaching reading that teaches the correspondences between letters or groups of letters and their pronunciation.

Children want to feel successful as they learn to read. This is why SuperBooks are 8 pages long, and are colorful and fun to read. SuperBooks are simple—in the good sense of simple. The program is easy to use—is motivating—the children want to read the next book as soon as they finish the first one. The program is systematic and sequential. It’s easy for teachers to use and just as easy for parents, grandparents and para- professionals. Because of the phonics based vocabulary, SuperBooks provide easy access to the English Language for ESL, LEP and Special Education students.

References:

Support for the teaching of a balanced literacy program which includes phonics instruction can be found in:

Beginning to Read , by Marilyn Jager Adams, et. al.; Reading/Language Arts Framework for California Public Schools, & The Reading Crisis, Why Poor Readers Fall Behind by Jeanne Chall, Vicki Jacobs & Luke Baldwin.

Marilyn Adams

  • On the importance of Phonics:
    “…Approaches in which systematic code instruction is included alongside meaning emphasis, language instruction and connected reading are found to result in superior reading achievement overall.”
  • On Fluency and Comprehension:
    “ Laboratory research indicates that the most critical factor in fluent word reading is the ability to recognize letters, spelling patterns and whole words effortlessly, automatically and visually. The central goal of all reading instruction – comprehension – depends critically on this ability.”