Phonemic awareness is the ability to hear, identify and manipulate the individual sounds (phonemes) within words.
A phoneme is the basic unit of sound within a word.
E.g., the word “ship” has three phonemes – /sh/, /i/ and /p/; “cloud” has four phonemes – /k/, /l/, /ow/, /d/.
For many years now, research has been indicating that phonemic awareness is a critical skill that is necessary for children to be able to learn to read successfully. It is important for children to have help to develop this ability before or when they first go to school if there is a family history of reading difficulties. Help is also essential at the first sign of difficulties with reading.
Evidence is mounting that the primary specific mechanism that enables early reading success is phonological awareness: conscious access to the phonemic level of the speech stream and some ability to cognitively manipulate representations at this level. (Stanovich, 1986, p 362)
(“Phonological awareness” also includes rhyming, syllables, etc., but sometimes the terms “phonological awareness” and “phonemic awareness” are used interchangeably.)
Adams (1990, p 97) reports that programs that teach phonemic awareness along with reading instruction are extremely successful. These programs include games and activities involving nursery rhymes, other rhyming stories and games, breaking sentences into words, clapping syllables … and isolation and identification of initial, final and intermediate phonemes.
Grossen (1997) maintains that phonemic awareness, like other reading skills, needs to be taught, particularly if a child starts falling behind. She recommends teaching phonemic awareness directly and early (kindergarten).
Phonemic awareness should develop naturally as children learn to read, but sometimes it does not. Then they need help straight away.
In my next article I’ll give some ideas and games to help develop phonemic awareness.
References:
Adams, M.J. (1990) Beginning to Read: Thinking and learning about print, a summary (prepared by Stahl, S., Osborn, J. and Lehr, F.), University of Illinois at Urbana-Champaign
Grossen, B. (1997) A Synthesis of Research on Reading from the National Institute of Child Health and Human Development, <http://www.nrrf.org/synthesis_research.htm#implications>
Stanovich, K.E. (1986, Fall) Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy, Reading Research Quarterly, 21(4), 360-407, <http://www.keithstanovich.com/Site/Research_on_Reading_files/RRQ86A.pdf >
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