Phonics vs Phonemic Awareness: Why Both Matter

Research shows that one of the key factors in improving students’ reading achievement is the effectiveness of the teacher. Teachers who have a solid understanding of the content they’re teaching can make informed decisions about what, when, and how to teach, and they can more effectively address students' mistakes. In contrast, teachers lacking this knowledge might unintentionally provide confusing or inaccurate information. A deep understanding of language is essential for teachers to recognize when students are ready for more advanced skills or when they need additional support.

Understanding the Role of Phonics and Phonemic Awareness

Many teachers, even those with years of experience, are unclear about the distinction between speech and print, and how written language represents spoken language. Without specific training in speech sound structure, teachers often think about words in their written form rather than their spoken form. For instance, when considering the sounds in the word "pick," a teacher might assume it has four sounds because there are four letters. However, the digraph "ck" represents a single sound /k/.

For Teachers: A Deeper Look at Phonics and Phonemic Awareness

Even if your district is using a phonics program, it might not be providing enough detail or support to maximize your instruction. Denise Eide, the author of Uncovering the Logic of English, offers an invaluable resource for understanding the rules that govern English. Many teachers feel frustrated with the language, often calling it "crazy," but this is usually due to not knowing the underlying rules. If you’re not familiar with these rules, how can you effectively teach them to your students? English isn’t as chaotic as it seems—it's based on specific patterns and rules, many of which go unrecognized. I highly recommend purchasing Eide's book as a reference tool. It can be a lifesaver when a student asks why "give" doesn’t follow the typical long "I" sound. (Fun fact: You can't end a word with the letter v in English!)

In addition, many phonics programs do not include phonemic awareness instruction, which is especially crucial for early learners, English language learners, and struggling readers. If your students are working on phonics but don’t yet have strong phonemic awareness skills, the instruction might be too advanced for them. (I’ll go into more detail about this in next week's blog).

When teaching phonics, it’s important to pronounce sounds correctly. Holly Lane has a great video on the 26 blendable sounds, which can be a helpful resource. Be sure you’re isolating and articulating sounds accurately. If you’re not modeling correct sounds, it will be much harder for students to blend the sounds together to form words.

For Administrators: The Role of Phonemic Awareness in Phonics Instruction

If your district’s phonics program doesn’t include phonemic awareness instruction, you might need to supplement it with an additional resource. Programs like Heggerty provide clear and simple phonemic awareness curricula, including remediation options for older students who are struggling with reading. Form Professional Learning Communities (PLCs) to review your instructional materials, ensuring that both phonics and phonemic awareness are explicitly taught. Additionally, it’s crucial that your assessment framework includes tools to evaluate both phonics and phonemic awareness. These components are often overlooked, particularly in higher grades, but they are key to supporting student success.

Why Both Are Critical

Phonics and phonemic awareness are both crucial for reading success. Phonemic awareness—understanding how sounds function in words—forms the foundation for phonics instruction, which helps students decode and understand written language. Teachers need a deep understanding of both areas to offer students the most effective instruction, and administrators should ensure that phonics programs incorporate phonemic awareness. When both are taught explicitly, students are much better equipped to succeed in reading.

References

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of

the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Bethesda, MD: National Institute of Child Health and Human Development, National Institutes of Health

Moats, L.C. (2020). Speech to print: Language essentials for teachers.  Paul

Brookes Publishing

Lane, H. (2014). Evidence-based reading instruction for grades K-5. (Document No. IC-12).

Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations/.

Spear-Swerling, L. & Cheeseman, E. (2012) Teachers’ knowledge base for implementing response to intervention models in reading. Read Write, 25, 1691-1723. DOI 10.1007/s11145-011-9338-3. 

Torgesen, J. (2002). The prevention of reading difficulties. Journal of School Psychology, 40(1),

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