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Teaching Phonemic Awareness:
Phonemic Awareness programs and materials
Phonemic Awareness materials should:
- Progress from easier phonemic awareness activities to more
difficult (rhyming, sound matching to blending, segmentation, and manipulation).
- Focus on segmentation or the combination of blending and segmenting.
- Start with larger linguistic units (i.e., words and syllables) and
proceed to smaller linguistic units (i.e., phonemes).
- Begin instruction that focuses on the phonemic level of phonological units
with short words (2-3 phonemes: at, mud, run).
- Focus first on initial (sat), then final (sat), and lastly
the medial sound (sat) in word).
- Introduce continuous sounds (e.g., m, r, s)
before stop sounds (t, b, k), as
stop sounds are more difficult to elongate and isolate.
- Add letter-sound correspondence instruction to phonological awareness interventions
after children demonstrate early phonemic awareness.
- Provide brief instructional sessions. Significant gains in phonemic awareness
are often made in 15-20 minutes of daily instruction and practice over a period
of 9-12 weeks.
| | (Smith, Simmons, & Kame'enui, 1998;
see References) |
For help in evaluating and selecting curricula and models of reading program implementation,
visit the Curricula section of this website.
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