Reading First in Virginia: Phonemic Awareness Bibliography

  pix Adams, M.J., Foorman, B.R., Lundberg, I., & Beerler, T. (1998). Phonemic awareness in young children: A classroom curriculum. Baltimore, MD: Paul H. Brookes Publishing.

This book provides teachers with ways to introduce phonemic awareness in kindergarten and first-grade classrooms. Much of the book's focus is on language games, which encourages students to listen to sounds and to identify parts of words. Many activities reinforce students' abilities to synthesize orally presented phonemes into whole words. Useful poems, fingerplays, jingles, and chants are provided. The developmental sequence follows a school year calendar, building on simple listening games and moving towards rhyming, alliteration, and segmentation. The book includes teaching objectives, lesson plans and sample scripts, activity adaptations, informal screening tests, and recommendations for further assessment.


pix Fitzpatrick, J. (1997). Phonemic awareness: Playing with sounds to strengthen beginning reading skills. Cypress, CA: Creative Teaching Press.

With a complete overview about phonemic awareness, this book includes over 90 interactive activities, reproducible manipulatives, picture cards, and word lists. Activities are arranged by level of difficulty and are ready to be photocopied, laminated, and applied to primary classrooms. The book is designed to help students develop both a working knowledge and a conscious understanding of how language works. A strong resource for teachers, this text is easily applied to core reading programs.


pix McCormick, C., Throneburg, R., & Smitley, J. (2002). A sound start: Phonemic awareness lessons for reading success. New York: The Guilford Press.

This book provides explicit phonemic awareness instruction in early reading programs. Phonemic awareness lessons, scripted directions, reproducible learning materials, and assessment tools are included. Sequenced lessons are applicable to whole and small groups. Struggling readers benefit from more intensive lessons, and all lessons are easily adaptable to the needs of specific students and classes. The goal of all the lessons is to help children develop phonemic awareness skills that promote later reading success. The bulk of the book is classroom ready, with scripted lessons, step-by-step directions, pre- and post-tests, and reproducible student forms.

pix Torgesen, J., & Mathes, P. (2000). A basic guide to understanding, assessing, and teaching phonological awareness. Austin, TX: Pro-Ed.

Relevant to both emergent and beginning readers, the focus of this text is phonological awareness instruction. Written in three sections, the book describes what phonological awareness is, how to assess it, and how to integrate it into instruction. The bulk of the book is not classroom-ready activities, but rather a foundation in how phonological awareness is a necessary component in the beginning reader's instructional program.


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