The Proof is in the Pudding with Phonological Awareness

A few weekends ago, I was delivering my newest workshop, Where Literacy Thrives. In this session, we focused on building knowledge around the six main components of early literacy, along with tips and tricks to enhance these skills in the classroom.

We got to one of my favorite components (because I truly believe it’s one of the most vital AND most overlooked): phonological awareness.

We were diving deep into the individual skills that fall under this big umbrella when we landed on phoneme blending. I asked the teachers to listen to the sounds and tell me the word:

"sss...uuu...nnn." What word?

Blank stares. They struggled.

I tried again. “sss...uuu...nnn?”

A few caught on and called out, “Sun!”

It was the perfect reminder: the brain is not naturally wired to hear and manipulate sounds. If we don’t give children explicit, repeated opportunities to practice these skills, they simply won’t be able to do them.

The proof is in the pudding... in the adults who struggled right alongside me in that moment. If adults need intentional practice to hear sounds in words, just imagine how much support our preschoolers need.

10 Facts That Every Preschool Teacher Should Know

Let’s dive into 10 facts about phonological awareness every preschool teacher should know!

1. It’s all about sounds, not letters.

   
   

   Phonological awareness is oral. Children don’t need to see a single letter to start building this skill. You can play with sounds during circle time, on the playground, or while lining up—it all counts.

   
   

2. The need for phonemic awareness is backed by the science of reading. Research shows that phonemic awareness is one of the strongest predictors of later reading success.  It is a MUST! Helping children hear and play with sounds now sets them up to become strong readers later.

   
   

3. It develops in a predictable order.

   Children typically move from larger sound units (like words in a sentence) to smaller ones (like individual sounds in a word). And, you can begin this kind of sound play as early as 12–18 months, using simple games, songs, and poetry. 

   
   

4. It’s different from phonics.

   Phonics connects letters to sounds. Phonological awareness is about hearing sounds without letters. That means you can teach these skills through songs, games, and conversations.  No print needed!

   
   

5. Blending and segmenting happen at every level.

   Children can blend and segment sentences, compound words, syllables, onset-rime, and phonemes with the right support. You’re likely already doing some of this in your daily routines, just keep it playful and purposeful.

   
   

6. Daily repetition matters more than fancy materials.

   You don’t need worksheets or digital tools. What you do need is intentional daily practice, even in short bursts. Just a few minutes a day can make a big difference when it’s done consistently.

   
   

7. Music, movement, and sensory experiences make it stick.

   Songs, claps, stomps, and finger plays bring sound play to life and help children retain new skills. Bouncing balls, jumping sounds, smooshing playdough…all effective ways to practice and play! The more fun and hands-on it is, the more likely it is to stick! Head to THIS POST for a list of songs that we love!

   
   

8. You can support phonological awareness during everyday routines.

   Transitions, clean-up time, circle time…all of these are opportunities for sound play! Write a target skill on a Post-It note as a reminder to clap out names in line or segment the sounds of your snack.

   
   

9. It supports both reading and spelling.

   When children can hear and manipulate sounds, they’re better able to connect sounds to print later on. You’re building the building blocks for both reading and writing—long before pencil meets paper.

   
   

10. Phonological awareness is for all children, not just those who are “ready." Every child benefits from sound play. It's not about pushing academics early, but about preparing their brains for the magic of reading through engaging and effective oral language experiences.  Our children deserve it!

    
    

Q&A: Common Questions About Phonological Awareness

Q: When should I start teaching phonological awareness?

A: As early as 12–18 months! You’re not sitting toddlers down for formal instruction—you’re playing with sounds through songs, rhymes, and simple games. For preschoolers, daily exposure to sound play is essential and can happen during circle time, transitions, or read-alouds.

Q: Do I need to follow a strict order when teaching skills like rhyming, syllables, and phonemes?

A: Not strictly, but it helps to think of phonological awareness as a staircase. Children generally develop from larger sound units to smaller ones: words → syllables → onset-rime → phonemes. That said, spiral back often and keep it playful!

Q: My children struggle with rhyming. Should I move on to blending or stay on rhymes longer?

A: Keep rhyming in the mix, but you can introduce other skills at the same time. Phonological awareness skills don’t have to be taught in isolation. Often, children develop across multiple levels with repeated exposure. And rhyming is also a progression. Generating rhymes takes time.

Q: How do I know if a child is making progress?

A: Watch for signs like clapping syllables in their name, recognizing rhyming words during story time, or blending two parts of a word (e.g., “cow” + “boy”). You may hear them use these skills during play and songs before they can do them on demand. And of course, ASK! We cannot neglect the power of assessment.

Q: Why don’t we just teach the letters with the sounds?

Phonological awareness is about hearing and playing with sounds before they’re connected to letters. These skills develop on parallel tracks—both are important, but they aren’t the same. Sound play helps build a strong listening foundation. Once children can hear and work with sounds confidently, adding in the letter symbols becomes much more meaningful—and easier to learn. If your class has a solid sound foundation, go for it!

Q: What if a child seems to be struggling with sound play or doesn’t catch on like their peers?

A: Struggles with phonological awareness, especially things like blending, rhyming, or identifying first sounds, can be early indicators of reading challenges, including dyslexia. These aren’t reasons to panic, but they are signals that a child needs extra support. Keep things playful, provide more repetition, and if progress remains slow, talk with families or specialists. Early intervention can make a big difference!

Q: Can multilingual learners build phonological awareness in English?

A: Yes, but they may need more focused support. Children learning English, especially if their home language is more phonetic, like Spanish, often need explicit and intentional instruction to develop English sound skills. Some English sounds may not exist in their first language, so sound play in English needs to be clear, meaningful, and supported with vocabulary development and visual aids.

Q: What if a child has speech delays or limited verbal language? Can they still build phonological awareness?

A: Yes! Many children with language delays benefit from sound play, just be sure to adjust your expectations and celebrate small wins. Visual cues, gestures, and music can help scaffold learning and keep it fun.

In Conclusion...

The truth is that phonological awareness doesn’t require fancy tools or extra hours in your day. It simply requires intention, consistency, and a little creativity. By building sound play into your everyday routines, you’re laying the groundwork for lifelong reading success. Keep showing up and keep playing with sounds, but this skill MATTERS to our children’s future. 

This is just the beginning of learning about phonological awareness! Be sure to head to our courses to learn more! What other questions do you have? Comment below!

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