When a child is learning to read, we often focus on letters and books. But an important part of the process happens before a child even looks at print: learning to hear and work with the sounds in spoken words.
What is phonemic awareness?
Phonemic awareness is the ability to notice and work with the individual sounds, or phonemes, in spoken words. For example, a child might hear that *sun* begins with /s/, blend /m/ /ă/ /p/ to say *map*, or break *ship* into its separate sounds. These sounds are not the same as letter names. Phonemic awareness is about listening to and thinking about sounds in speech.
How is it different from phonics?
Phonemic awareness focuses on sounds we hear and say. Phonics connects those sounds to the letters or letter patterns we see in print. The skills work together. A child may be able to identify the first sound in *fish* but still need support connecting that sound to the letter *f*. Another child may know many letter sounds but find it difficult to blend them smoothly into a word.
What might this look like as children learn?
Children develop these skills over time. They may begin by noticing rhymes or identifying words that start with the same sound. Later, they may blend sounds together, separate a word into sounds, or change one sound to make a new word. Children do not all master each skill at the same pace, so it is helpful to notice what a child can do independently and where they need support.
Simple ways to practise through play
You do not need a stack of worksheets to explore sounds. Try a quick listening game while walking or driving: “I’m thinking of something that starts with /b/.” Say a word slowly and ask your child to blend the sounds, such as /s/ /ŭ/ /n/. Play with the first sound in a word: “What word do we get if we change the /m/ in *mat* to /s/?” Keep activities brief, model the task clearly, and make it playful rather than a test.
What if my child finds this difficult?
If a child repeatedly struggles to hear, blend, or separate sounds, it is worth sharing your observations with their teacher. Ask which specific skills have been checked and what practice or instruction is being provided. Difficulty with one activity does not diagnose a reading disorder, but a pattern of difficulty can help adults decide what support may be useful.
For parents and teachers
The goal is not to make every child complete the same activity at the same time. It is to understand the skill the child is working on and provide clear modelling, practice, and encouragement. When adults know what to listen for, it becomes easier to identify the next step.
Learning to read involves several connected skills. Helping children notice the sounds in words is one way to build a strong foundation. If you have concerns about your child’s reading development, keep track of what you notice and talk with their teacher about the next steps.
Happy Learning,
Lynda
