A Comparison of Eight Kindergarten Phonemic Awareness Programs Based on Empirically Validated Instructional Principles

Abstract

In this article, the authors review eight published and widely used curricula for teaching phonemic awareness. They describe characteristics that enhance ease of use and delivery of instruction and review how each of the programs addresses design features of phonemic awareness instruction supported by research evidence. Their findings indicated that these programs were generally easy to use and incorporated many instructional techniques based on research evidence. The programs also had four common weaknesses: (a) all materials needed for instruction were not typically included, (b) supplementary and home enrichment materials were not always present, (c) specific feedback techniques were not typically specified, and (d) practice and review activities were not routinely provided. The article concludes with a discussion of practical implications for selecting published phonemic awareness instructional materials.