The Heggerty curriculum provides the ‘missing link’ in our literacy instruction. It is evidenced by research and builds teacher capacity in their pedagogy, rather than a scripted program.
Stacy Train, Tara Shire State College, Queensland, Australia
What separates Heggerty Phonemic Awareness from other literacy curricula?
Phonemic awareness is the most potent predictor of success in learning to read. It is more highly related to reading than tests of general intelligence, reading readiness, and listening comprehension. (Stanovich, 1986, 1994)
There is an overwhelming amount of research verifying that phonemic awareness instruction is essential to reading success. However, most literacy curriculums place little to no emphasis on phonemic awareness instruction. Heggerty Phonemic Awareness is designed to provide daily instruction in 8 phonological and phonemic awareness skills. We have created an explicit and systematic approach in which students are practicing blending, segmenting, isolating and manipulating words, syllables, onset-rime and/or phonemes each day. Due to the daily practice in all 8 skills, students are able to build the necessary foundation to become automatic decoders of print.
What materials are needed to teach the lessons?
Each classroom teacher needs a copy of the curriculum manual for their grade level. The lessons are oral and auditory, so there are no student materials needed to teach the lessons. The curriculum manual can be purchased once and then used each school year.
Are the Heggerty Phonemic Awareness curricula cost effective?
Yes! Because phonemic awareness is an auditory skill, there is no student component to purchase. Other than the curriculum itself, each teacher will only need sets of letter flashcards for the daily Letter naming activity. Basic A–Z cards can typically be found in any primary classroom, and we do offer some of the advanced cards (blends, digraphs, vowel teams, inflectional endings etc.) These cards can be downloaded for free as a PDF file and printed on a heavier stock paper.
This unique feature of Heggerty Phonemic Awareness can save thousands of dollars per classroom when compared to other curriculum purchases that include student textbooks, workbooks, and other items that are often bundled with a new curriculum adoption.
What should I be looking for when I observe a phonemic awareness lesson?
Pace: The lessons are meant to be fast-paced and they should be completed within 10–12 minutes.
Student engagement: All students should be participating and responding aloud to the activities lead by the teacher.
Complete Lesson: Teachers should teach all 9–10 lesson components every day
Hand Motions: Some of the skills include hand motion directions within the curriculum manual. Teachers model these hand motions for students and students may use the hand motions during the activity.
Oral and Auditory Lessons: Phonemic awareness lessons do not include print. The teacher should not write out any of the words in the lessons for students.
How will I see results?
A child’s development of phonemic awareness skills is evident in their reading and writing. Teachers will notice an improvement in a child’s ability to decode words in reading, as well as see their understanding of sounds in the way they spell and write words independently.
Student progress with the skills can also be measured through phonemic awareness assessments. Formal assessment can be administered individually to students. Assessments are available on our website. However, assessments are not required to use the curriculum.