Alphabetics: Phonemic Awareness & Phonics

**What is *phonemic awareness* (PA)?**

-   *Phonemic awareness* is the ability to distinguish and manipulate
    the individual *sounds*---phonemes\--in spoken language. Although
    the English alphabet contains only 26 letters, the letters can be
    used to form 41 phonemes.

-   Phonemic awareness is a subcategory of [phonological]{.underline}
    [awareness]{.underline}, which refers to the ability to identify and
    manipulate the *larger* parts of spoken language, such as words,
    syllables, and rhymes.

# What is *phonics*?

-   *Phonics* refers to the relationship between the *letters* of
    written language and the *sounds* of spoken language. It is
    different from phonemic awareness because it involves the letters
    themselves and how these relate to the sounds of the language.

# 

# Why should PA and phonics be taught?

-   Adult non-readers have virtually no phonemic awareness, and adult
    beginning readers have difficulty applying letter-sound knowledge to
    figure out new words while reading (Kruidenier, 2002).

-   Research has shown PA and knowledge of letters to be the two best
    indicators of how well children will read by the end of 1^st^ grade
    (NRP, 2000).

-   Research has found that instruction in phonics leads to improved
    word-reading and, to a lesser degree, improved reading comprehension
    for adults, for at-risk kindergartners and first-graders at all SES
    levels, and for disabled readers in Grades 2-6 (Kruidenier, 2002;
    NRP, 2000). The NRP (2000) found that the effect of phonics
    instruction on text comprehension for the older readers was
    significantly less than that for younger readers, indicating that
    other factors (fluency, vocabulary, and comprehension strategies)
    may need to be assessed and taught as well.

-   Research has found that abilities in PA and phonics in adults and
    children do improve with instruction (Kruidenier, 2002; NRP, 2000).

Evidence-Based Instructional Practices: ADULTS (Kruidenier, 2002)

-   Assess beginning readers' phonemic awareness, phonics abilities, and
    sight word knowledge. Since adult beginning readers are generally
    better at recognizing familiar sight words than children who are
    learning to read, avoid using sight words adults may know for
    phonics assessments.

-   Provide adult beginning readers with a significant amount of
    alphabetics instruction, in conjunction with other aspects of
    reading.

-   Continue to assess PA in beginning readers, even if their overall
    reading scores are going up. Research suggests that adults with a
    learning disability in reading may not develop phonemic awareness as
    they learn to read; thus, attending to PA development may help
    teachers identify those students who need more in-depth work with PA
    or who need instruction that bypasses PA.

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### Evidence-Based Instructional Practices: CHILDREN (NRP, 2000)

-   [Explicitly and systematically teach]{.underline} children to
    manipulate phonemes [with letters]{.underline}.

-   Focus instruction on [1-2 types of phoneme
    manipulation]{.underline}, instead of on multiple types.
    [Segmentin]{.underline}g and [blending]{.underline} seem to be the
    most important manipulations to teach.

-   Teach phonemic awareness in [small groups]{.underline}. (Research
    shows no difference in the effectiveness of phonics instruction
    provided to individuals, small groups, or whole classes.)

-   [Monitor PA learning]{.underline} carefully. Students who do not
    respond to PA instruction may have a reading disability.

-   Use some form of [systematic phonics instruction]{.underline}. Teach
    a carefully selected and useful set of letter-sound relationships,
    organized into a logical instructional sequence. (It does not seem
    to matter whether or not the approach asks readers to turn letters
    into sounds, use analogies, or notice spelling patterns.)

-   Encourage readers to [apply their phonics knowledge while reading
    connected text and writing]{.underline}.

-   [Provide instruction in the other essential elements]{.underline}
    (phonemic awareness, fluency, vocabulary, text comprehension).

-   Begin phonics instruction in kindergarten or 1^st^ grade and
    [continue for about 2 years]{.underline}.

-   [Consider motivational issues]{.underline}.

#### Sources

Kruidenier, John (2002). *Research-Based Principles for Adult Basic
Education Reading Instruction.* Washington, DC: National Institute for
Literacy, Partnership for Reading.

National Reading Panel (2000). *Teaching Children to Read: an
Evidence-Based Assessment of the Scientific Research Literature on
Reading and its Implications for Reading Instruction (Report of the
Subgroups).* Washington, D.C.: National Institute for Child Health and
Human Development.