Reading Recipe: Phonemic Awareness

Phonemic Awareness

The once was a historian trying to understand an lost city’s writing. At least that was her hypothesis when she came across several symbols and didn’t know the meaning. There were several books that held the symbols. The first book she held showed the symbols ◊&”, ‹&”, and ›&”. The historian took out her reading guide for assistance and this is what she found about phonemic awareness:

Phonemic Awareness

Gayle Gregory and Lin Kuzmich (2005) define phonemic awareness as, “…the process of translating sounds into symbols and learning to recognize those symbols and their combinations in words as a beginning step to reading and writing. The stages of phonemic awareness include rhymes, rhythms, symbols, and patterns” (p. 64). When students are using rhymes such as dog, bog, and fog they are demonstrating phonemic awareness. Gregory and Kuzmich (2005) go on to say, “Using stories, chants, and rhyme gives children the opportunity to recognize rhyming words and create other scenarios and verses of their own once the pattern has been established” (p. 65). By using basic rhythms students start to develop their phonemic awareness. Students start out using symbols and start placing sound with these symbols. Finally, students become phonemically aware when they can recognize patterns in stories; such as “There once was…” (Gregory and Kuzmich (2005).

Part of being phonemically aware is the knowledge that printed words are made up of individual sounds and these can become new words (Sousa, 2006). David Sousa Ed.D (2006) writes that phonemic awareness, “includes the ability to isolate a phoneme (first, middle, or last) from the rest of the word, to segment words into their components phonemes, and to delete a specific phoneme from a word” (p. 186). For example, students with phonemic awareness are able to distinguish between hat and cat and between hat and hot.

Gregory, G., Kuzmich, L. (2005). Differentiated literacy strategies for student growth and achievement in grades 7-12. Thousand Oaks, CA: Corwin Press.

Sousa, D. (2006). How the brain learns: Third edition. Thousand Oaks, CA: Corwin Press.

The historian started to crack the code and was able to distinguish the difference between the symbols.


Mrs. Berry


Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )


Connecting to %s

%d bloggers like this: