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It is the ability to recognize and manipulative the spoken parts of sentences and words (Reading Rockets, 2023). This includes students being able to identify words that rhyme, recognizing alliteration, segmenting a sentence into words and identifying the syllables in a word.

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Many studies confirm that phonemic awareness along with letter recognition are the two best early predictors of reading success.

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The first milestone is word awareness which means the students are able to count words. The second milestone is Rhyming, the child is able to do identification and production. The third milestone is alliteration which includes discrimination and production. The fourth milestone is syllables the student is able to blend and segment. The fifth milestone is onset and rime. The students are able to do identification, production and blending.

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children understand how print carries meaning by understanding words represent spoken words, have boundaries, we read from left to right in English and so on. One example of print concept is that a child understands a book has a title and an author. Another example is the structure of sentences a child knows there are capital letters, sentences end with periods, question marks, or exclamation marks(Gunning, 2025).

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When the child enters kindergarten the skills that need to mastered for print concept

the child demonstrates the organization and basic features of print

the child is able to follow words from left to right top to bottom, page by page

The child is able to recognize the difference between a letter and a printed word

The child is able to identify that a sentence is made up of a group of words

When the child enter first grade the skills that need to be mastered for print concept

The child can understand the organization and basic features of print

They can recognize capitalization of the first word and punctuation

(Department of education, 2016)

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Children identify with individual phonemes in words by manipulating the sounds of words. Children work with individual phonemes in words by recognizing sounds in words. Phonemic Awareness is the ability to notice, think about, and work with the individual sounds (phonemes) in spoken words." (Reading Rockets,n.d)

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Milestones of Phonemic Awareness:

One key milestone that shows progress and explains what demonstrates mastery in a comprehensive way is rhyming.

A second key milestone that shows progress and explains what demonstrates mastery in a comprehensive way is inital sound awareness where students can hear the first sound in a word like dog, students would hear the d sound first.

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Some students may master print concept in kindergarten (age 5-6) and First grade

(7-8) ( Reading Rockets, 2025).

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The concept of print assessment measures that a student understand the the whole print concept and everything it comes with. The assessment measures if the student understands print has meaning, words are separated by spaces and that text is read from left to right and from top to bottom. Those are just a few examples of what the assessment measures but the assessment also does measure all the key concepts of print concept. A child should be assed twice during kindergarten at the start of the year and mid-year. Some examples of questions on the assessment are can you show me a letter? can you show me the front of the book? can you show me a space? There are many other examples of assessment questions (Reading Rockets, 2025).

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The age range that students should know is different for each phonological skill.

Word: 3 years old

Rhyme: 4 years old

Syllable blending: 4

Syllable segmentation: Kindergartens and at age

Syllable deletion: Kindergarten

Onset rime: the middle of kindergarten

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This assessment tool is called P.A.ST, this assess the child the understanding of phonological awareness. This measures the students understanding of the syllable, onset rime, segmenting (Reading Rocket, n.d). Students are usually tested during kindergarten and first grade.

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There are many strategies for students. One of the strategy is to give each student a manipulative to count the words in a sentence.This is known as counting words in a sentence. The students repeat the sentence. The teacher can repat this steps for 10 times more. Another way for students to segment syllables for students can use clamped lips to count syllables (Reading Rockets, n.d).

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Syllable Suitcase: Foundations for Phonemic Awareness

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One way to differentiate for EL learners is when learning a phonological skill more specifically rhyming. ELs may find hearing sounds is easier than detecting rhymes (Gunning, 2019).

One way to differentiate for Dyslexia students is s/he are learning to count the sounds not the letters in a word. With a visual learner, as a teacher by using visually representing the words, syllables with some manipulative for example different colored felts, blocks, papers (The Regents of The University of Michigan, n.d). For kinesthetic learner may benefit from tapping, clapping, jumping, moving hands for blending and moving them apart for segmenting (TRUOR, n.d).

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Letter naming is the children's knowledge of letter names in the alphabet both in uppercase and lowercase. It is the key factor of their success in learning to read. Letter recognition is related to the child's ability to remember written words and their capacity to treat words as sequences of letters (Reading Rockets, 2023).

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Pre-Kindergarten children can recognize and name half of the uppercase letters and are able to name some lowercase letters.
The start of kindergarten most children should recognize and as well name at least some uppercase and a few lowercase. Ex: “a” "A" (Purankik, 2011). In the end of kindergarten children should match upper and lower case manuscript letters and write upper and lower manuscript letters with reference model. First grade letter naming to be expected to be known with most students. Expected to be fluent. (Department of Education, 2016).

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A Guide to Letter Recognition Milestones - Stay At Home Educator

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Found on Google from stayathomeeducator.com

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Age Range Phonemic Awareness

The age range when students typically demonstrate milestone skills realistically is 4 through 9. The grade range when students typically demonstrate milestone skills is realistically is kindergarten through second grade.

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Age 3- Kids may identify about half the letters in alphabet and connect letters to sounds

Age 4 (Preschool) - Kids commonly know all the letters of the alphabet and as well the correct order

Kindergarten Age 5-6 Most kids can match each letter and sound

First Grade 7-8 Expect to be fluent (Demchak,2025)

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Research- Based Instructional Strategy Phonemic Awareness

One instructional strategy for phonemic awareness is deletion or subtraction and substitution by the game called change the name. "Have students sit in a circle on the floor. Secretly select one child and change their name by removing the first sound of the name." (Reading Rockets,n.d) "After the child learns how to remove sounds, teach them to substitute the begining sound in their name with a new sound." (Reading Rockets,n.d) A second instructional strategy for phonemic awareness is sound manipulation where the students can hear specific phonemes in words by phonemic isolation by identifying the final sound in the word. An example of this would be duck, students would hear the ending sound of duck which is k.

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phonemic awareness substitution of a word

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Evidence-Based Assessments Tools Phonemic Awareness

The research-supported assessment tool that efficiently measures student progress for the given skill is Phoneme Matching. This will be used to determine whether students are making progress toward meeting the foundational literacy skill by assessing the students ability to identify the words that start with a similar sound. . Another research-supported assessment tool that efficiently measures student progress for the given skill is blending phonemes together. "What word do these sounds make? /h/-/o/-/t/ (correct response: hot) (Reading Rockets,n.d) This will be used to determine whether students are making progress toward meeting the foundational literacy skill by evaluating their skill on being able to combine that sound into a word.

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Evidence-Based Assessments Tools Letter-Naming Awareness 

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Evidence-Based Assessments Tools Letter-Naming Awareness 

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This assessment provides an opportunity to demonstrate knowledge of both uppercase and lowercase letter names, and as well the ability to recognize consonant letter sounds and short vowel sounds. (Reading Rockets, 2025).

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Instructional Strategy is to start with simple letter-naming activity to have students engage. Starting with writing or typing out letters and then cutting the paper into strips. To make the activity more fun and interactive students are able to use a colorful pointing stick to point to each letter. When pointing have them say the name of the letter and what the sound out loud. The hands-on approach helps to show letter recognition. (We are teachers, 2023).

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To differentiate for a student who is a EL Education is to provide picture mnemonics. It offers the path when students are gathering knowledge from sound to memory when they see a letter, sound, and its formation. Having visual that connects to a letter and the sound can help engage a children’s curiosity. Creating flashcards with a single letter will push students to rely on memorized and have extra practice to memorize (EL Education Language Arts Curriculum, 2016).
To differentiate for a student who is dyslexic one strategy is to use multi-sensory tracing, include handwriting practice with letter learning which helps motor pattern, sound and visual to display the letters together and it support students in retaining it more effectively as well have activities for students to do which will help build automaticity, engagement and motivation (Swerling, 2025).

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The first Instructional strategy is explicit modeling print concept when the opportunity presents itself. For example when writing on the class board you can model print concept by explaining to the students "we write left to right", "this how spaces look like in a sentence", "this how we say this word" "We capitalize at the start of the sentences" " This is what a punctuation mark looks like" (Gunning, 2025).

The second instructional strategy is having students students space written words. For example when a student hears a sentence "The big cat walked " the student only focuses on words like big, cat, and walked. This helps the student understand that spaces speaker words and helps them recognize individual words in print (Gunning, 2025).

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One way how a teacher can differentiate for a student that is EL by scaffolding print awareness for EL students through multisensory activities. For example pairing letters with pictures that start with that corresponding sound. For example having the letter A capitalized and lowercase a next to a picture of an apple is one way. This way the EL student can familiar with there sounds in English and be able to use print concept to identify the picture (education language arts, n.d).

For a student that has Dyslexia explicit instruction is very important for a student that has dyslexia. When working one on one with a child that has Dyslexia breaking down a sentence to the child can be a form of differentiation which fits under explicit instruction. Since the student may confuse some letters breaking down the spaces between each word and also having the students say the words helps with print concept but also helps with print concept since the students are learning the structure of a sentence (Gunning, 2025).

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Differentiation Strategies Phonemic Awareness

One differentiation strategy that can be used when teaching the foundational literacy skill to engage and motivate all young learners but specifically support English learners (ELs) is using visual aids like flash cards to represent words and their sounds. A second differentiation strategy that can be used when teaching the foundational literacy skill to engage and motivate all young learners but specifically support students with dyslexia is small group instruction where they can get some reinforcement and use repetition to build up their self-confidence.