Abstract
My article on phonemic awareness provides data that supports phonemic awareness as an
important part of teaching reading. The purpose of this critique paper is to determine if phonemic
awareness is an important part of reading instruction. This research specifically focused on
readers and how affective they are at teaching phonic awareness. The research also focuses on
how the academic potential of improving reading fluency skills and spelling skill and
achievement. The research also focuses on the relationship of reading and spelling, and is there a
connection between the two when you have a good reader/bad speller. The results indicated that
there is a significant difference in spelling scores when teaching phonics from a reader with no
phonemic awareness practices. Reflective journal results showed that there is a relationship
