Phonemic awareness is a critical component of early reading development, serving as the foundation for proficient reading skills. This concept was extensively explored in the National Reading Panel (NRP) Report, which emphasized its significance in the broader context of literacy education.

What is Phonemic Awareness?

Phonemic awareness is the ability to hear, identify, and manipulate individual sounds—phonemes—in spoken words. It is a subcategory of phonological awareness, which includes a range of skills involving the recognition and manipulation of sounds at different levels (words, syllables, onset-rime, and phonemes). Phonemic awareness focuses specifically on the smallest units of sound that can change the meaning of words. For example, changing the first phoneme in the word "cat" from /k/ to /h/ transforms it into "hat."

Skills associated with phonemic awareness include:

• Phoneme Isolation: Recognizing individual sounds in words (e.g., identifying the first sound in "dog" as /d/).
• Phoneme Identity: Recognizing the common sound in different words (e.g., identifying /b/ in "bat," "ball," and "boy").
• Phoneme Categorization: Identifying the odd sound out in a set of words (e.g., "bat," "ball," "rug").
• Phoneme Blending: Combining individual sounds to form a word (e.g., /b/, /a/, /t/ to form "bat").
• Phoneme Segmentation: Breaking a word into its individual sounds (e.g., "cat" into /k/, /æ/, /t/).
• Phoneme Deletion: Recognizing the word that remains when a phoneme is removed (e.g., removing /s/ from "smile" to get "mile").

The Importance of Phonemic Awareness

The National Reading Panel Report highlighted phonemic awareness as a crucial predictor of later reading success. Here's why phonemic awareness is so important:

• Foundation for Reading and Spelling: Phonemic awareness provides the foundation for understanding the alphabetic principle—the idea that letters and letter patterns represent the sounds of spoken language. This understanding is essential for decoding (reading) and encoding (spelling) words.
• Predictive of Future Reading Success: Research shows that children with strong phonemic awareness skills are more likely to become proficient readers. Conversely, children who struggle with phonemic awareness are at a higher risk for reading difficulties.
• Improves Word Recognition: Phonemic awareness helps children develop efficient word recognition skills. By being able to break words into phonemes and blend phonemes to form words, children can more easily recognize and read unfamiliar words.
• Supports Reading Comprehension: Good phonemic awareness skills lead to better word recognition, which in turn frees up cognitive resources for comprehension. When children can quickly and accurately recognize words, they can focus more on understanding the text's meaning.

Current Research on Phonemic Awareness

Since the publication of the NRP Report, further research has continued to support the importance of phonemic awareness in reading development. Key findings from recent studies include:

• Longitudinal Studies: Longitudinal studies have reinforced that early phonemic awareness is a strong predictor of later reading achievement. Children who enter school with well-developed phonemic awareness are more likely to experience reading success throughout their academic careers.
• Neuroscientific Research: Advances in neuroscience have shown that phonemic awareness activates specific areas of the brain associated with reading and language processing. Functional MRI studies reveal that successful reading interventions, which include phonemic awareness training, can lead to changes in brain activity patterns, indicating improved reading skills.
• Interventions for Struggling Readers: Effective reading interventions for struggling readers often include a significant focus on phonemic awareness. Studies have shown that targeted phonemic awareness instruction can help remediate reading difficulties and improve overall reading achievement.
• Impact of Early Intervention: Research highlights the importance of early intervention in phonemic awareness. Interventions provided in preschool and early elementary school are more effective than those provided later, emphasizing the need for early identification and support for children at risk of reading difficulties.

Practical Strategies for Teaching Phonemic Awareness

Given the importance of phonemic awareness, educators and parents must incorporate effective strategies for developing these skills in young learners. Here are some evidence-based practices:

• Explicit Instruction: Provide explicit, systematic instruction in phonemic awareness. This involves directly teaching children about phonemes and how to manipulate them through various activities.
• Use of Manipulatives: Use physical manipulatives, such as letter tiles or counters, to help children visualize and manipulate sounds. This hands-on approach can make abstract concepts more concrete and understandable.
• Incorporate Fun Activities: Incorporate games and playful activities that promote phonemic awareness, such as rhyming games, sound matching, and phoneme substitution. Making learning fun can engage children and reinforce skills.
• Modeling and Scaffolding: Model phonemic awareness tasks and provide scaffolding to support children as they practice. Gradually reduce support as children become more proficient.
• Integrate with Other Literacy Activities: Integrate phonemic awareness activities with other literacy instruction, such as reading aloud, shared reading, and writing. This integration helps children make connections between phonemic awareness and other aspects of literacy.
• Ongoing Assessment: Regularly assess children’s phonemic awareness skills to monitor progress and identify those who may need additional support. Use both formal and informal assessment tools to gather data on student performance.

Case Study: Effective Phonemic Awareness Instruction

To illustrate the practical application of these strategies, let’s look at a case study from a kindergarten classroom.

Classroom Context:

Ms. Johnson is a kindergarten teacher who has implemented a comprehensive phonemic awareness program in her classroom. She begins each day with a 15-minute phonemic awareness session, focusing on a specific skill, such as phoneme segmentation or blending.

Implementation:

Warm-Up Activity: Ms. Johnson starts with a warm-up activity, such as a rhyming game, to engage students and prepare them for the lesson.

Explicit Instruction: She then provides explicit instruction on the day’s focus skill, using visual aids and modeling the task.

Guided Practice: Students engage in guided practice with Ms. Johnson’s support, using manipulatives to segment and blend phonemes.

Independent Practice: Students then practice independently or in small groups, with activities such as sorting pictures based on initial sounds or playing sound-matching games.

Integration: Ms. Johnson integrates phonemic awareness into other literacy activities, such as shared reading. She pauses during read-alouds to highlight phonemes and engage students in phonemic tasks related to the text.

Assessment: Ms. Johnson uses both observational assessments and formal tools to monitor student progress. She adjusts her instruction based on assessment data, providing additional support to students who need it.

Outcomes: By the end of the school year, Ms. Johnson’s students show significant improvement in their phonemic awareness skills. They demonstrate strong word recognition abilities and are well-prepared for first-grade reading instruction. Ms. Johnson’s systematic and engaging approach to phonemic awareness has laid a solid foundation for her students’ future reading success.

Phonemic awareness is a vital component of early reading development, as highlighted by the National Reading Panel and supported by ongoing research. It serves as the foundation for decoding, word recognition, and reading comprehension. Effective phonemic awareness instruction, provided through explicit, systematic, and engaging activities, can significantly improve children’s reading outcomes.

Everyone plays a crucial role in fostering phonemic awareness in young learners. By incorporating evidence-based strategies and providing early intervention, they can help ensure that all children develop the skills necessary for reading success. As research continues to evolve, the importance of phonemic awareness remains clear, underscoring its role as a cornerstone of literacy education.

References

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. U.S. Government Printing Office.

Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36(3), 250-287.

Kilpatrick, D. A. (2015). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. Wiley.

Stanovich, K. E. (2000). Progress in Understanding Reading: Scientific Foundations and New Frontiers. Guilford Press.

Goswami, U. (2002). Phonology, reading development, and dyslexia: A cross-linguistic perspective. Annals of Dyslexia, 52(1), 139-163.

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PS: Here are 5 programs that address Phonemic awareness. These have been either recommended by researchers or educators. I only have personal experience with Heggerty and the OG approach. When adopting any program or materials, do your homework and make sure it addresses your concerns. I don't personally recommend or endorse any one program. 

• Heggerty Phonemic Awareness:  Developed by Dr. Michael Heggerty, this program offers daily lessons designed to build phonemic awareness in young learners. It's widely used in schools and praised for its structured, systematic approach.
• Jolly Phonics:  Jolly Phonics is a comprehensive program that includes phonemic awareness as a key component. It uses multi-sensory methods to teach children the five key skills for reading and writing.
• Orton-Gillingham Approach: Though not a standalone program, the Orton-Gillingham approach is a highly effective, evidence-based method for teaching phonemic awareness, particularly for students with dyslexia. It emphasizes direct, explicit, and multisensory instruction.
• Ladders to Literacy: This program, developed by the University of North Carolina, integrates phonemic awareness activities with other early literacy skills. It's research-based and designed to support young children in developing strong literacy foundations.
• Phonemic Awareness in Young Children: A Classroom Curriculum: Written by Marilyn Jager Adams and others, this curriculum provides a range of activities and lessons for teaching phonemic awareness. It's a widely respected resource among educators for its practical and research-based strategies.

Over the last four years, there has been a shift in how teachers teach reading. Many call it the "Reading Wars." But back in the 90s, data started to reshape the ideas of teaching reading. Data has always been around. It never went away. Many times it is just forgotten or seen as out of touch with what is really going on in the classroom. 

If we are to truly understand the shift from "Balanced Literacy" or "Whole Language" to the "Science of Reading" we have to understand where it restarted. 

In the late 1990s, the National Reading Panel (NRP) was convened by the U.S. Congress to evaluate the effectiveness of different approaches to teaching children how to read. The goal was to provide a clear, evidence-based understanding of the best practices in reading instruction. The resulting report, published in 2000, has profoundly impacted reading education in the United States and beyond.

The Formation and Mission of the National Reading Panel

The National Reading Panel was established in 1997 as part of the federal Reading Excellence Act. The panel comprised 14 members, including leading scientists in reading research, representatives of colleges of education, reading teachers, educational administrators, and parents. Their mission was to assess the effectiveness of various approaches to reading instruction by reviewing existing research studies.

Methodology

The NRP's methodology was rigorous and systematic. The panel focused on studies that met high standards of scientific research, including randomized control trials and other well-designed experiments. The panel reviewed over 100,000 studies conducted since 1966 and 10,000 earlier studies. Their review process culminated in the identification of five critical areas of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and text comprehension.

Key Findings

Phonemic Awareness: Phonemic awareness is the ability to hear, identify, and manipulate individual sounds—phonemes—in spoken words. This skill is foundational for learning to read. The NRP found that teaching phonemic awareness significantly improves children’s reading skills, including word reading, reading comprehension, and spelling.

Phonics: Phonics instruction teaches the relationship between letters and sounds, enabling readers to decode words. The panel found that systematic and explicit phonics instruction is more effective than non-systematic or no phonics instruction. This approach is particularly beneficial for kindergarteners and first graders, as it helps them develop early reading skills that are crucial for later success.

Fluency: Reading fluency is the ability to read with speed, accuracy, and proper expression. The NRP highlighted the importance of guided oral reading practices in developing fluency. Students who read aloud with feedback and guidance from teachers, parents, or peers show significant improvements in reading fluency and overall reading achievement.

Vocabulary: A robust vocabulary is essential for reading comprehension. The NRP found that vocabulary should be taught both directly and indirectly. Direct vocabulary instruction involves teaching specific words, while indirect instruction involves exposing students to new words through reading and conversation. Both methods are necessary to help students understand and use new vocabulary in context.

Text Comprehension: Text comprehension is the ultimate goal of reading—it involves understanding and interpreting what is read. The NRP identified several strategies that improve comprehension, including:

• Monitoring comprehension: Teaching students to be aware of their understanding of the text.
• Using graphic organizers: Visual aids that help students organize and relate information from the text.
• Answering questions: Encouraging students to answer questions about the text to improve understanding.
• Generating questions: Teaching students to ask their own questions about the text.
• Summarizing: Helping students identify the main ideas and summarize the content.

Implications for Teaching

The findings of the National Reading Panel have significant implications for reading instruction. Here are some practical ways that educators can implement these findings in the classroom:

Balanced Literacy Programs: The NRP's findings support a balanced approach to literacy instruction, integrating various methods to address the five critical areas. Educators should provide systematic and explicit instruction in phonemic awareness and phonics, while also promoting fluency, vocabulary, and comprehension through diverse activities and reading materials.

Professional Development: Teachers need ongoing professional development to stay informed about the best practices in reading instruction. Training programs should focus on the five key areas identified by the NRP and provide teachers with practical strategies for implementing these in their classrooms.

Early Intervention:  Early identification and intervention for struggling readers are crucial. By addressing reading difficulties early, educators can prevent long-term reading problems. The NRP's findings underscore the importance of early instruction in phonemic awareness and phonics to build a strong foundation for future reading success.

Parental Involvement: Parents play a vital role in their children's reading development. Schools should encourage parents to engage in their children's reading activities and provide them with strategies to support reading at home. This can include reading aloud together, discussing books, and providing access to a variety of reading materials.

Use of Technology: Technology can be a valuable tool in reading instruction. Interactive software, e-books, and online resources can provide additional practice in phonemic awareness, phonics, fluency, vocabulary, and comprehension. Educators should integrate technology in a way that complements traditional teaching methods.

Criticisms and Controversies

While the National Reading Panel Report has been widely influential, it has also faced criticisms and controversies. Some educators and researchers argue that the panel's focus on certain methodologies, such as phonics, downplays other important aspects of reading instruction, such as whole language approaches and the role of motivation in reading. Additionally, some critics contend that the report's emphasis on quantitative research overlooks the insights that qualitative studies can provide.

Continuing Impact and Relevance

Despite these criticisms, the NRP Report remains a cornerstone of reading instruction policy and practice. Its influence is evident in the widespread adoption of balanced literacy programs and the emphasis on evidence-based teaching strategies. Furthermore, the report has spurred ongoing research into effective reading instruction, contributing to the evolving understanding of how children learn to read.

In recent years, the science of reading has continued to advance, building on the foundation laid by the NRP. New research has further explored the cognitive processes involved in reading, the impact of socio-economic factors on reading development, and the most effective ways to support diverse learners. Educators and policymakers continue to rely on the principles outlined in the NRP Report while adapting to new findings and changing educational contexts.

The National Reading Panel Report represents a pivotal moment in the field of reading education. Its comprehensive review of research provided a clear, evidence-based framework for effective reading instruction, emphasizing the importance of phonemic awareness, phonics, fluency, vocabulary, and comprehension. While it has faced criticisms, its impact on educational policy and practice is undeniable. As the science of reading continues to evolve, the NRP Report remains a valuable resource for educators, guiding the way toward more effective and inclusive reading instruction.

This is the beginning of a new series on the Science of Reading. The Science of Reading impacts how everyone including special education teachers teach reading to students regardless of their disability. The difference is the accommodations and modifications we make to help students access the material. 

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References

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. U.S. Government Printing Office.

Shanahan, T. (2003). The National Reading Panel Report: Practical Advice for Teachers. Learning Point Associates.

Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing Reading Difficulties in Young Children. National Academy Press.

The NRP Report's enduring legacy underscores the importance of rigorous, evidence-based approaches to reading instruction, ensuring that all children have the opportunity to become proficient and enthusiastic readers.

A couple of years ago - I remember debriefing with an evaluator after a formal evaluation and I was asked, "How do you know if your student's got it or if they they don't or if they need more practice?" Seems like an easy question to answer but I really didn't have an answer.

Insights from John Hattie's Research

John Hattie's meta-analyses have identified feedback and formative assessment as high-impact teaching practices that significantly enhance student learning outcomes (Hattie, 2009). His research emphasizes several key findings:

• Effect Size: Feedback has a substantial effect size on student achievement, indicating its potent impact on learning progress (Hattie, 2009).
• Quality Matters: The quality of feedback matters more than the quantity. Specific, actionable feedback that addresses learning goals and criteria for success is most effective (Hattie & Timperley, 2007).
• Timing: Timely feedback that is provided during the learning process is more beneficial than delayed feedback after assessments (Hattie & Timperley, 2007).

Hattie's research underscores the importance of teachers engaging in deliberate efforts to provide meaningful feedback and actively check for understanding to maximize student learning gains.

Current Research Insights

Recent studies continue to support the foundational principles advocated by Marzano and Hattie regarding feedback and checking for understanding:

• Technology Integration: Digital tools and platforms offer new opportunities for providing immediate feedback and assessing student understanding in real time (Gikandi, Morrow, & Davis, 2011).
• Cultural Responsiveness: Effective feedback takes into account cultural backgrounds and diverse learning needs, enhancing its relevance and impact on student motivation and engagement (Gay, 2010).
• Peer Feedback: Incorporating peer feedback processes into instructional practices can complement teacher-provided feedback, promoting collaborative learning and multiple perspectives (Topping, 2009).

These studies highlight the evolving nature of feedback and checking for understanding in contemporary educational contexts, emphasizing their adaptability and importance in diverse learning environments.

Practical Strategies for Implementation

To effectively integrate feedback and checking for understanding into teaching practice, educators can adopt several evidence-based strategies:

• Use Formative Assessments: Incorporate regular formative assessments, such as quizzes, exit tickets, and class discussions, to check for understanding during lessons.
• Provide Specific Feedback: Ensure that feedback is specific, constructive, and directly related to learning objectives and criteria for success. Use rubrics and models to guide students towards improvement.
• Encourage Self-Assessment: Promote self-assessment and reflection among students by encouraging them to evaluate their own understanding and performance against learning goals.
• Utilize Technology: Explore digital tools and platforms that facilitate immediate feedback and interactive assessments, allowing for personalized learning experiences.
• Differentiate Instruction: Tailor feedback and instructional strategies to meet the individual needs of students, providing additional support or challenges as needed.
• Promote Peer Feedback: Incorporate peer feedback activities that encourage students to provide constructive comments and suggestions to their peers, fostering collaborative learning and communication skills.
• Monitor Progress Continuously: Regularly monitor and analyze student progress data from assessments and feedback to inform instructional decisions and interventions.

Student feedback and checking for understanding are integral components of effective teaching practice, supported by research from Robert J. Marzano, John Hattie, and current studies in education. Feedback enhances learning outcomes by clarifying expectations, guiding improvement, motivating learners, and fostering self-regulation. Checking for understanding ensures that teachers can assess student comprehension in real time, adjust instruction accordingly, and promote active engagement and progress monitoring.

We play a crucial role in implementing these practices systematically and thoughtfully, using evidence-based strategies to maximize their impact on student learning. By prioritizing meaningful feedback and ongoing assessment of understanding, teachers can create supportive learning environments where all students can thrive academically and develop into self-directed learners.

References

• Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
• Chappuis, J. (2012). Seven strategies of assessment for learning (2nd ed.). Pearson Education.
• Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. ASCD.
• Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.
• Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333-2351.
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
• Heritage, M. (2008). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140-145.
• Marzano, R. J. (2012). The art and science of teaching: A comprehensive framework for effective instruction. ASCD.
• Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
• Topping, K. (2009). Peer assessment. Theory Into Practice, 48(1), 20-27.
• Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.