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It is the ability to comprehend how print works, including book/print awareness (front/back of the book, left-to-right, top-to-bottom), word concept, letter vs. word, punctuation, spaces, title/author, and more.

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Pre-K: Finds the front, back, and print; uses a finger to track the print while reading aloud.

K: Identifying letters from words; recognizing spaces and basic punctuation; pointing to the first or final word on a line; demonstrating 1:1 finger-point reading in well-known literature.

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Pre-K–K (with remediation as needed in Grade 1+).

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Clay's Concepts About Print (CAP): standardized items to track progress and identify specific misconceptions, such as directionality and letter/word concepts.

During shared reading, the teacher records the accuracy of the 1:1 tracking and the left-to-right sweep. This observational running record is utilized once a week to track the students' transition to real material.

PALS-K Print/Word Awareness (if available): Informs small-group targets by screening for letters, words, and word concepts.

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During read-alouds, use print referencing (Justice & Ezell) by pointing to the print directly, modeling directionality, and asking questions (e.g., "This is the first word"). What is the sentence's end?

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Make use of huge, high-contrast books with larger text and punctuation icons; include gestures to indicate direction.

To help dyslexic students improve their word concepts, use multilingual labels and anchor charts (ELs) as well as repeated rereadings with finger tracking.

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Knowledge of spoken language's sound structure, which includes onset-rime, rhyme, alliteration, sentence-to-word segmentation, and syllable blending/segmenting.

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Pre-K: Recognizes rhyming and claps words and names.

K: Matches starting sounds; counts words in a phrase; blends/segments syllables and onset-rime.

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Pre-K–K (with intervention in Grades 1–2 as needed).

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DIBELS 8th: FSF/PSF (if applicable): Every two to four weeks, quick screeners are used to track early PA growth.

CTOPP-2 (Selected Subtests: Phonological Awareness Composite, Blending Words): A diagnostic tool for identifying certain PA deficiencies in order to organize a solution.

The Phonological Awareness Screening Test, or PAST, uses hierarchical, criterion-referenced activities to allocate children and monitor their development along a PA continuum.

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Elkonin Boxes (No Letters): Blend and segment syllables and onset-rime orally using chips or tiles; model → guided → independent with instant feedback.

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For vocabulary load (ELs), include mouth-picture cues, articulatory descriptions (such as "lip popper /p/"), and realia.

Tasks should be explicit, cumulative, and brief. Distributed practice should be increased, and directed repetition should be used to imitate error correction (dyslexia).

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The ability to recognize and work with individual phonemes, which are the smallest speech sounds, including blending, segmenting, adding, deleting, and substituting.

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K (late)–Grade 1: Segment and mix 3–5 phoneme words orally.

Grades 1–2: Increase the automaticity of basic phoneme operations (add, remove, and substitute).

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K–2 (and older striving readers in intervention).

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DIBELS 8th: PSF: Phoneme segmentation brief progress monitoring.

For advanced phoneme skills, use the CTOPP-2 (Elision, Blending, Phoneme Isolation) diagnostic.

PAST: Growth tracking and sensitive placement at all levels of manipulation.

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Phoneme–Grapheme Mapping (PGM): Link phonemes to graphemes to facilitate orthographic mapping (say–tap–map–write–read); transition from oral segmentation to writing sound spellings in boxes.

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Pre-teach vocabulary by pairing sounds with mouth-form images and consistent grapheme cards.

Increase the level of difficulty by using small groups (3–5), frequent practice, instant feedback, and cumulative review. Before moving on to manipulation, maintain assignments within the student's range of success.

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Quick and precise recognition of capital and lowercase letter names serves as the basis for subsequent letter-sound learning and print navigation.

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Pre-K–K: By mid/late K, names are 18–26 capital and 10–26 lowercase, with increasing automaticity.

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Pre-K–K (monitor/boost in Grade 1 if needed).

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Letter Naming Fluency (LNF) is a timed screening and progress assessment measure for DIBELS 8th (monthly or biweekly for at-risk).

To plan instruction, PALS-K Alphabet Recognition is an untimed diagnostic tool that determines which letters are known or unknown.

Teacher Letter-ID Checklist: A quick way to target particular letter sets in the classroom.

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For a quick, daily practice, mix one or two unknown letters with seven or eight known letters. To improve accuracy and fluency, rotate the unknowns into the known set.

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Using visual mnemonics, multisensory letter formation (trace, say, skywrite) is possible. Anchor words are used to link letter names to sounds.

Provide frequent review, retrieval practice with prompt corrective feedback, and instruction in short, cohesive sets (confusables separated).

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Examine older students for deficiencies in PA, print ideas, phoneme skills, and letter knowledge; provide clear remediation while making an instant connection to decoding/encoding using text that can be decoded.

Use brief daily routines (5–10 minutes) in conjunction with word study and linked reading exercises.