Teaching to read using Synthetic Phonetics?
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Synthetic phonics is an approach to reading and phonics that has appeared recently in the news in the UK.  It differs from the analytic phonics approach.  According to one report, synthetic phonics involves learning to pronounce the sounds (phonemes) associated with letters "in isolation".  These individual sounds can be blended together (synthesised) to form words.  In the analytic phonics approach, children are not taught the sounds of letters in isolation, but are taught to recognize the beginning and ending sounds of words.\n\nA good resource to learn more for you may be the National Literacy Trust web site.
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Any phonics-based reading course will have phonology activities for elementary-school children.  I'm not familiar with the names of any phonology tests for kids off the top of my head, but I'm sure there are many of them.
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There is a web called www.teachspanish.com, maybe it can be useful.
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As a teacher of students with special needs in the United States, I can definitively say from both the research articles I've read, and from personal experience, that properly taught phonics greatly improves both a child's reading skills and their ability to analyze any sort of information.\n\nPhonics went out of vogue for a while because many teachers were not bringing in the "bridging" steps to whole-sentence and paragraph comprehension. This failure resulted in "phonics" as a whole being maligned for a while (sadly).\n\nNow, especially in special ed, it is coming back strongly, through the research work and training of special ed teachers and organizations like the International Dyslexia Association.
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I have life experience as a reading instructor.\n\n1. Download spelling words each week.\n2. Make sentences with those words.\n3. Create and use flash cards
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Some I ran into:\n\nBe careful that they are learning to read the words and not just memorizing them.\n\nUnderstanding phonics is a big one.\n\nTwo letter sounds "ee" "ea" "ou".\n\nThe silent "e" rule.\n\nDo not push them beyond their limits time wise or level of book wise.  Time you will know, when they get antcy or stop paying attention, etc.  Let them pick the book to use, if its too hard that is okay, but they will realize their limits and see progress that way.
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learn parts of speech
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go to http://dictionary.com/ and they have a pronunciation key where you can listen to the word spoken correctly.
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What age/grade level are we talking about here? Is this child recieving special services (resource room, speech-language therapy, etc.)?  If the child is not linking sounds to symbols, how can you say that he/she has good phonological awareness? Does he/she blend and segment sounds well orally?\n\nIf you're a regular education teacher, ask around to find a good special education teacher in your district who is well grounded in reading remediation. Ask them for a consult for interventions you can incorporate into your classroom curriculum.\n\nIf you're a special education teacher and asking this question, what the heck program were you in that let you get by and graduate without learning basic remediation methodology? Sorry, but that would be the program's fault, not yours, and you should go yell at them for a while. Then you should go find a program that's decent and learn about effective techniques.\n\nIf the child is under the age of 9, it could very well be that he/she is not developmentally ready for reading. Refer him/her for special education support under "Developmentally delayed." If the child is over the age of 9, a program such as Hooked on Phonics, a tutoring system such as the Orton-Gillingham approach, etc. may be helpful. Refer the child for special education support under Speech-language or under specific learning disabled.
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In what context?\n\nIf you are asking about skill transfer and generalization for special needs students, specifically in the area of language, then what aspect are you asking about?\n\nSpoken and auditory receptiveness would best be answered by a speech-language pathologist.\n\nFor reading and writing, student motivation to learn and interest in the skills being taught greatly increases the rate of transfer to other subjects and environments.
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Check this out: http://www.nifl.gov/partnershipforreading/explore/phonics.html
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Other than doing a lot of reading, you could learn some phonics rules for English.  Spelling according to these rules doesn't work all the time, but it might help.
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I transferred out of a reading first school after one year...micromanagement restricted teaching to the learners' needs\nand the emphasis on speed as the only measure of fluency contradicted good practices...research in the National Reading Panel's report directly contradicts many procedures and statements in the booklet, Put Reading First.  Teacher turnover in the Reading First school in our urban district is almost 100% after 2 years.  Teachers can hardly wait to get out from under the program.\nThe program neglects to recognize that reading is comprehension, not speed and phoneme segmentation beyond emergent reading levels interferes with decoding and encoding.
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My public library has a set of CD's for learning Gaelic with the Pimsleur method.  This is an all-audio method, and it is pretty good for a beginner.  I think you can download it from Itunes actually.  Or perhaps your public library has it.
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Read more. The more you read the faster you'll become because you will learn to complete the sentence without really having to read it. I know it sounds crazy but  I suppose it's an acquired skill. It works.
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Look online for a program that has you read it, hear it spoken (like a CD rom or regular CD for your car) and also, if possible, one that can hear you say the words and correct your pronunciation. I've found the best way to learn a language is to have one that you can just listen to in the car that says it in English and then in the foreign language and you can repeat along. Makes car trips go so much faster and you can repeat the "lessons" as many times as you need to. You could always enroll in a community college course, but I haven't heard of Greek being offered really, so I'd look for a CD program.
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TV shows like Sesame Street are good, too.  If you want them to learn to read English, they first have to speak it.  Have them learn correct pronunciation from native speakers.