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Research-based guidelines for teaching phonological awareness and phonemic awareness to all children are described. Additional instructional design guidelines are offered for teaching children with learning disabilities who are experiencing difficulties with early reading.

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Concept of print is a child’s understanding of how printed language works. It includes recognizing that print carries meaning, understanding directionality (left to right, top to bottom), and identifying parts of a book like the title, author, and words.

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Children typically develop print concepts between ages 3–6 (Pre-K to Kindergarten). Mastery is shown by correctly holding books, pointing to words while reading, and understanding that spoken words match printed words.

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Marie Clay’s Concepts About Print Test: Observes understanding of book orientation, print tracking, and punctuation.

Read-Aloud Prompts: Ask questions like, “Where do I start reading?”

Checklist During Shared Reading: Note how students interact with text.

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Use shared reading with big books. Model book handling, pointing to each word, and discussing text features. Explicitly show that print carries meaning (Holdaway, 1979).

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How to Do a Shared Reading With Print Referencing

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For ELs: Use bilingual picture books and emphasize visual cues.

For students with dyslexia: Use books with repetitive, predictable patterns and strong visual supports.

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Phonological awareness is the ability to hear and manipulate larger chunks of spoken language such as words, syllables, and rhymes. It includes recognizing sound patterns and dividing spoken sentences into parts.

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Typically develops between ages 4–6 (Pre-K to 1st grade). Children show mastery by clapping syllables, identifying rhyming words, and separating beginning sounds from the rest of the word (onset-rime).

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PALS (Phonological Awareness Literacy Screening): Tests rhyming, syllables, and onset-rime.

Heggerty Pre/Post Tests: Gauge sound awareness progression.

Observation: Note student responses during songs or clapping activities.

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Use Heggerty Phonemic Awareness routines: daily oral activities like rhyming, syllable blending, and word segmenting. Keep instruction brief, repetitive, and interactive (Heggerty.org).

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Heggerty Phonemic Awareness Preview Lesson- Kindergarten, Week 19, Day 3

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For ELs: Use gestures and visuals for rhyme and syllables.

For students with dyslexia: Focus on oral work first before introducing written words. Use music and movement to reinforce patterns.

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Phonemic awareness is the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words. This skill is key for learning to read and spell.

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Engaging Young Readers with the Heggerty Phonemic Awareness and Phonics Curricula

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Typically develops between ages 5–7 (Kindergarten to 2nd grade). Students show progress by isolating, blending, segmenting, and manipulating phonemes.

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DIBELS Phoneme Segmentation Fluency (PSF): Measures ability to separate sounds.

CTOPP-2: Evaluates phonological processing and sound memory.

Oral Sound Tasks: Ask students to say the beginning, middle, or end sound in a word.

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mCLASS with DIBELS 8th Edition: Phonemic Segmentation Fluency (PSF)

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Use Elkonin Boxes: Students push a token into a box for each sound they hear in a word. Builds segmentation and blending skills (Reading Rockets, 2023).

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Blachman, B. A., Ball, E. W., Black, R., & Tangel, D. M. (2000). Road to the code: A phonological awareness program for young children. Baltimore: Brookes.

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 (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

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Elkonin boxes are used to build phonological awareness skills by having children segment spoken words into their individual sounds (phonemes). To use Elkonin boxes, a child listens to a word and moves a token into a box for each sound or phoneme.

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For ELs: Use familiar words and real-life objects to teach sound patterns.

For students with dyslexia: Use multisensory activities like tapping, sound mapping, and air writing.

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Letter-naming knowledge is the ability to recognize and name uppercase and lowercase letters. It lays the foundation for learning letter-sound relationships.

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Develops between ages 4–6 (Pre-K to Kindergarten). Mastery is shown when a child can name letters (in or out of order), match upper/lowercase, and begin connecting sounds.

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Letter-naming knowledge is the ability to recognize and name uppercase and lowercase letters. It lays the foundation for learning letter-sound relationships.

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Develops between ages 4–6 (Pre-K to Kindergarten). Mastery is shown when a child can name letters (in or out of order), match upper/lowercase, and begin connecting sounds.

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DIBELS Letter Naming Fluency (LNF): Timed test of letter recognition.

Alphabet ID Tasks: Flashcards or apps to test letter identification.

Interactive Games (e.g., Starfall): Monitor progress digitally.

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Use Alphabet Arcs: Students arrange letters in sequence and match them to letter names and sounds. Build repetition with songs and matching games.

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For ELs: Teach letters using alphabet charts in English and the home language.

For students with dyslexia: Use tactile letters (sandpaper, playdough) and link each letter with an image and sound (e.g., “M for monkey”).

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Clay, M. M. (2000). Concepts about print: What have children learned about the way we print language? Heinemann.

Heggerty. (2020). Phonemic awareness curriculum. Literacy Resources, LLC. https://www.heggerty.org

Holdaway, D. (1979). The foundations of literacy. Ashton Scholastic.

Reading Rockets. (n.d.-a). Phonological and phonemic awareness. Reading Rockets. https://www.readingrockets.org/reading-101/reading-and-writing-basics/phonological-and-phonemic-awareness

Reading Rockets. (n.d.-b). Phonological awareness: Instructional and assessment guidelines. Reading Rockets. https://www.readingrockets.org/topics/phonological-and-phonemic-awareness/articles/phonological-awareness-instructional-and

University of Oregon. (n.d.). Dynamic Indicators of Basic Early Literacy Skills (DIBELS). https://dibels.uoregon.edu

Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Pearson, N. A., & Reynolds, C. R. (2013). Comprehensive Test of Phonological Processing (2nd ed.) (CTOPP-2). Pro-Ed.