Phonemic Awareness Guide: Is It Accurate? Science of Reading Truth Bomb for Educators (140)
The Literacy View
Final Recommendations for Teachers
Marianne, Harriet, and Judy urge efficient PA with letters, use of Elkonin boxes, and responsive teaching.
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We asked the big question: Is the Phonemic Awareness Guide actually accurate, or is it just another round of literacy fluff?
In this episode, Faith and I throw down a Science of Reading truth bomb 💣 and break it all the way down. No jargon. No sugarcoating. Just what works, what doesn’t, and how to make phonemic awareness stick for kids.
Here’s where we go:
🔥 Why phonemic awareness is non-negotiable for K–1, ELLs, and struggling readers
🔥 The quick 5-minute routines we use for blending, segmenting, and deletion
🔥 The myths we’re done with (like “PA stops at blending”) — and what the research really says
🔥 How we do error correction that teaches without shaming
🔥 Why honoring dialect differences matters in every classroom
🔥 How deletion + substitution fuel orthographic mapping so kids actually remember words
This isn’t another PD handout. It’s the No-BS educator’s guide to phonemic awareness — practical, research-backed, and classroom-tested.
🔗 Resources We Mention
https://drive.google.com/file/d/1uUEi_3Hmnoe-DcY8H3tQatyiw4cNEm63/view?usp=sharing
- Teaching Phonemic Awareness in 2024: A Guide for Educators
- Rosner Test of Auditory Analysis Skills (TAAS)
- Phonological Awareness Screening Test (PAST)
💬 Sound Off
What’s the worst phonemic awareness myth you still hear in PD or curriculum training? Drop it in the comments or tag us @TheLiteracyView. We want your truth bombs.
Bios of Guests:
Rice Bio: https://cehhs.utk.edu/tpte/people/marianne-rice/
Janetos Bio: https://2024.sllsummit.com/speakers/harriett-janetos/
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