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Phonemic awareness is the ability to hear, identify and, manipulate sounds in spoken words (Wierman, 2018; Scott, 2009). It is an auditory skill that children develop. The International Reading Association defines it as the "understanding of phonemes." Phonemes are the smallest unit of speech. Chapman (2003) said that phonemic awareness is the blending of phonemes into words. Research claim that phonemic awareness is the predictor of reading success.

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Examples of Research Based Strategy to reinforce Phonemic Awareness during reading Instructions

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Examples of Research Based Strategy to reinforce Phonemic Awareness during reading Instructions

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Bowman in his YouTube podcast mentioned the  following research-based instruction:
1. Q&A Oral Response
2. Identification
3. Rhymes, song
4. Repetition, restructuring
5. Phoneme counting

Scott (2009) shared that activities such as  blending, identification and comparison, segmentation, and rhyming can help develop student's phonemic awareness.

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5 Research Based-Reading Strategies for Teaching Phonemic Awareness

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Phonics is the knowledge of the relationship between the letter (grapheme) and its sound (phoneme) (Armbruster et al., 2006). It is used to decode as well a build new words (Wierman, 2019). Goouch and Lambirth (2008) mentioned that students' learn how to associate visual symbol to its sound by learning phonics but it is not applicable to all especially to those learners who are not using the alphabet like the students from Middle East, Southeast Asia, China, Korea, Japan, Russia, etc. When a student sees the "word", he will try to sound out each letter in order  to read it ( Scott, 2009; Chapman, 2003).

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Examples of Research Based Strategy to reinforce Phonics during reading Instructions

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Examples of Research Based Strategy to reinforce Phonics during reading Instructions

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Explicit phonics instruction
Phonics through spelling (sounding out the letters to be able to read the  given word)
Analogy Phonics (word families)
Word Cluster

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Teaching Reading with Research-based Phonics Instruction

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Fluency is the rate at which a student reads with accuracy. Being fluent does not necessarily mean that a student is a fast reader. It means that he can automatically recognize the text and link it to its meaning (Armbruster, 2006; Rasinski and Padak, 2013). It bridges word decoding to comprehension (Chapman. 2003). Since the student can automatically recognize the text, he will not spend time decoding; thus, he can focus more on understanding the meaning of what he is reading (Chapman, 2003).

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Examples of Research Based Strategy to reinforce during reading Instructions

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Examples of Research Based Strategy to reinforce during reading Instructions

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Model Fluent Reading
Speech choral
Repeated oral reading
Unison reading
tongue twister
Echo Reading

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Vocabulary is the predictor of reading comprehension (Semingson, 2014). It is a collection of spoken and printed words that are important in order to comprehend. It can be develop by listening or reading. Technical vocabularies like the one used in science should be taught explicitly, including new vocabularies: which are crucial in understanding the text. Having  a good vocabulary in able a person to communicate effectively (Armbruster, 2006).

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Examples of Research Based Strategy to reinforce during reading Instructions

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Examples of Research Based Strategy to reinforce during reading Instructions

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Word learning strategies such as using word parts
Specific word instruction
Repeated vocabulary exposure

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Comprehension is the purpose of reading. It is the ability to understand, remember, make connections (Wierman, 2018) and apply it to real-world situations.
Reading is only meaningful if the reader can comprehend the story or concept. Good readers know the reason or purpose (Armbruster, 2006) as to why they read; it can be for research or entertainment. An educator once said, "if the reader weren't able to apply what he learns from his readings, he's unable to comprehend it."

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Examples of Research Based Strategy to reinforce during reading Instructions

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Examples of Research Based Strategy to reinforce during reading Instructions

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Using semantic and graphic organizer
Summarizing
Monitoring comprehension
Questioning and generating questions
Recognizing story structure

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How the reinforcement of each pillar supports reading and writing

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How the reinforcement of each pillar supports reading and writing

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If a student has a good phonemic awareness he can use the patterns he learns to read ((Phoneme blending)and write (phoneme segmentation).
When a student can recognize the sounds of the letters in the text and is able to sound it out then blend it using his prior knowledge of phonemic awareness, he can read the words. Spelling will also be enhance if he is able to identify the sound (phoneme) of the word and associate it to its symbol (grapheme).
Providing reinforcement to develop and enhance fluency can help a student to understand the text he is reading especially when he knows when to pause or stop, put emotion to the text. During dictation, it is easier to know what punctuation mark should be used based on the intotation of the word.
Constant exposure to new words can help student read faster since the more he practice reading the words in different context he will have a better understanding of the word. The more he sees it, the faster he can write it.
The use of graphic organizer helps the reader comprehend the story or concept better. If he is able to retell the story, he can definitely summarize it using the graphic organizer or even simply by narrating the events in sequence.

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Armbruster, B. et.al (2006). Put reading first. National Institute for Literacy. https://www.readingrockets.org/sites/default/files/PRFbooklet.pdf

Bald, J (2007). Using phonics to teach reading & spelling. https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?docID=370540

Chapman, M. (2003). Phonemic awareness: Clarifying what we know. Literacy Teaching and Learning Volume 7, Numbers 1 & 2.

Goouch, K. and Lambirth A. (2008). Understanding phonics and the teaching of reading: A critical perspective (pp. 123-130). https://ebookcentral-proquest com.lopes.idm.oclc.org/lib/gcu/reader.action?docID=332716

International Readers Association (1998) Retrieve from https://www.literacyworldwide.org/docs/default-source/where-we-stand/phonemic-awareness-position-statement.pdf?sfvrsn=944ea18e_6

Rasinski, T. and Padak, N. (2013). From fluency to comprehension: Powerful instruction through authentic reading

Semingson, P. (2014). Overview of the ‘big five’ of reading: Phonemic awareness and more. https://youtu.be/wCGXhIjvE1Y

The national reading panel: Five components of reading instruction frequently asked questions. http://www.learninglandscape.com/National_Reading_Panel_Reading_Instruction_FAQ.pdf

Wierman, M. (2018). [The five pillars of reading] Breaking down the elements of successful literacy instruction. https://blog.edmentum.com/five-pillars-reading-breaking-down-elements-successful-literacy-instruction

Woldmo, R. (n.d.). Phonological awareness: An instructional and practical guide for use in the kindergarten classroom. https://www.uwo.ca/fhs/lwm/teaching/dld_2018_19/Woldmo_PAGuideKindergarten.pdf