Phonological Awareness is an “umbrella term” referring to the ability to hear and manipulate sound units in speech. It is represented in educational curricula and learning standards across the country. Decades of research on the science of reading have established that phonemic awareness – the part of phonological awareness specifically about hearing and manipulating individual speech sounds – is a critical component for literacy learning.

The purpose of this project is to examine the efficacy of the Teaching Together program for pre-kindergarten (pre-k) children who are at risk of academic difficulties due to limited oral language skills. This project is unique in its focus on oral language supports in both the classroom and home settings. In early childhood classrooms serving low-income students, up to 50% of children may exhibit language difficulties, which are associated with long-term challenges for reading and academic success.