E71|Evaluating Advanced Phonemic Awareness with Dr. Michael Coyne

In this episode of the Teaching Literacy Podcast, host Jake Downs discusses with Dr. Michael Coyne from the University of Connecticut the concept of advanced phonemic awareness and its implications for early reading proficiency. Dr. Coyne shares findings from his recent study that examines the impact of using oral-only advanced phonemic awareness instruction on first graders. They explore the theoretical underpinnings, practical recommendations for teachers, and the overall relevance of these findings to classroom practice. Tune in to understand the nuanced debate around advanced phonemic awareness and its role in effective literacy instruction. 00:00 Introduction to Advanced Phonemic Awareness 01:33 Guest Introduction: Dr. Michael Coyne 02:25 Defining Phonological and Phonemic Awareness 06:29 Research on Phonemic Awareness 10:04 Advanced Phonemic Awareness: Concepts and Tasks 12:17 Theoretical Underpinnings and Critiques 20:21 Study Overview: Curriculum and Implementation 26:55 Study Design and Measures 29:44 Evaluating Phonemic Awareness Instruction 30:46 Study Results: Phonemic Awareness Outcomes 32:54 Near Transfer Outcomes: Word Reading and Fluency 34:53 Exploring Differential Benefits 37:39 Recommendations for Phonemic Awareness Instruction 42:17 Balancing Oral and Integrated Phonemic Awareness Activities 50:15 Optimism in Literacy Research and Instruction 52:29 Jake’s Take on Teaching Phonemic Awareness Reference: Coyne, M. D., McCoach, D. B., Santoro, L. E., Gentile, M., Rodrigues, C., & Kastner, P. (2025). The Effects of Advanced Phonemic Awareness Instruction in First Grade. The Elementary School Journal, 000–000. https://doi.org/10.1086/737952