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https://www.literacyworldwide.org/docs/default-source/where-we-stand/phonemic-awareness-position-statement.pdf?sfvrsn=944ea18e_6
quisition of phonemic awareness is highly predictive of success in learning to read— in particular in predicting success in learn-ing to decode. In fact, phonemic awareness abilities in kindergarten (or in that age range) appear to be the best single predic-tor of successful reading acquisition. There is converging research evidence to docu-
https://sites.google.com/site/diversitywebsiteliteracy/Homework--Event-Calendar
Emergent literacy theory supports teaching phonemic awareness and phonics deliberately and within the context of a larger literacy program (Yopp & Yopp, 2000). Assessments
https://files.eric.ed.gov/fulltext/EJ1077898.pdf
phonemic awareness instruction have contributed to this body of evidence. Proponents believe that this research holds promise of placing reading instruction on a more solid footing and ending the periodic upheavals and overhauls of reading instructional practices (National Reading Panel, 2000). According to the report
https://www.literacyhow.org/wp-content/uploads/2013/08/SupportingPhonemicAwarenessDevelopmentintheClassroom.pdf
Phonemic awareness may be better under-stood when placed in the context of two super-ordinate constructs: phonological awareness and metalinguistics. Phonemic awareness is a type of phonological awareness, that is, the aware-ness of the sound structure of language in gen-eral. Phonological awareness refers to a sensitivity to any size unit of sound
https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/litfocusphonological.aspx
Phonics builds upon a foundation of phonological awareness, specifically phonemic awareness. As students learn to read and spell, they fine-tune their knowledge of the relationships between phonemes and graphemes in written language. As reading and spelling skills develop, focussing on phonemic awareness improves phonics knowledge, and focussing on phonics also improve phonemic awareness…
https://www.sciencedirect.com/science/article/pii/S0885201411000517
Phonological awareness (PA) is the ability to understand and manipulate the sounds of language. It emerges during the preschool years and includes abilities such as rhyming and phoneme and syllable deletion (Anthony and Francis, 2005, Goswami and East, 2000).Cited by: 15
https://www.readingrockets.org/article/phonemic-awareness-young-children
Research indicates that, without direct instructional support, phonemic awareness eludes roughly 25 percent of middle-class first graders and substantially more of those who come from less literacy-rich backgrounds. Furthermore, these children evidence serious difficulty in learning to read and write (see Adams, 1990, for a review).
https://www.hand2mind.com/pdf/kindergarten/chapter_2.pdf
CHAPTER 2: PHONOLOGICAL AWARENESS A student’s level of phonological awareness at the end of kindergarten is one of the strongest predictors of future reading success, in grade one and beyond.* * Adams et al. 2.
https://www.eduplace.com/state/author/chard_pik_temp.pdf
From Phonemic Awareness to Fluency: E f fective Decoding Instruction in a Research-Based Reading Program DAV I D J. CH A R D JO H N J. PI K U L S K I SH A N E TE M P L E T O N I n t r o d u c t i o n In today’s society, it is absolutely critical that every child has the fullest opportunities to become an accomplished re a d e r .
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