This online course is intended for SLPs and other educators who want to improve their understanding of phonological awareness and their abilities to effectively teach phonological awareness. Phonological awareness is an important predictor for early reading decoding and has a causal relationship with the acquisition of word decoding skills. However, many educators have had insufficient training in phonological awareness.
This course provides an overview of phonological awareness. Phonological awareness, phonemic awareness and phonics are defined and differentiated. Participants are engaged in several interactive practice exercises that tap into and enhance their own phonological awareness and clarify the links between speech sounds and print. The relation between phonological awareness and early reading is summarized. The development of phonological awareness in young children is described so as to illustrate an instructional sequence and grade-appropriate phonological awareness benchmarks for preschool and early school-age children. Offered for 0.35 ASHA CEUs – 3.5 contact hours.
*Why the Interest in Phonological Awareness?
*What is Phonological Awareness?
*Speech Maps to Print
*Phonological Awareness and Reading
*Development of Phonological Awareness
The content of this online CE course does not focus exclusively on any specific proprietary product or service. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.
Text – including diagrams, picture references, and audio examples. Computer with speakers is required.
C. Melanie Schuele, PhD, CCC-SLP, is an ASHA Fellow and associate professor in the Department of Hearing and Speech Sciences at Vanderbilt University School of Medicine. Her research focuses on understanding and improving the language and literacy skills of children with language impairments. Dr. Schuele's research and preparation of masters and doctoral students have been funded by the US Department of Education, the National Institutes of Health, and the American Speech-Language-Hearing Foundation. She is the co-author, along with Naomi D. Murphy of the Intensive Phonological Awareness Program, a standard treatment protocol that targets the phonological awareness skills needed for word decoding and spelling success. She is a frequent provider of professional development teachers and speech-language pathologists at local, state, and national levels.
Financial — C. Melanie Schuele discloses that she has a financial interest in the "Intensive Phonological Awareness Program," which is referenced in this e-course.
Financial — C. Melanie Schuele is a presenter of online CE courses sponsored by Northern Speech Services; receives royalties.
Financial — C. Melanie Schuele receives royalties from Brookes Publishing Co.
Financial — C. Melanie Schuele receives grant salary support from ED, IES MCHB, and NIH.
Nonfinancial — C. Melanie Schuele has no relevant nonfinancial relationships to disclose.
This program is offered for 0.35 ASHA CEUs (Intermediate Level; Professional Area).
ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of ASHA CEUs is noted above. Note that 0.1 ASHA CEU = 1 contact hour = equals 1 CEE.
ASHA CE Registry: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
ASHA CEUs: Attendees must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs:
If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may inform the ASHA CE Registry of their eligibility by visiting this site.
Licensing Boards: Most state licensing boards DO accept CEUs earned online (usually classified as home-study credits). Some state boards do, however, place a limit to the number of credits that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any credit limits related to home-study courses prior to registering for this course.
Additional accrediting agencies by which Northern Speech is an approved CE provider:
Course Completion Timeframe:
You have unlimited time to complete our online courses. You may log off and log on as often as you’d like to in order to complete all sections of a course.
However, completion dates are based on Eastern Standard Time. Therefore, if you need your CEUs by a certain date, be sure to complete the course test before 11:59pm EST on that date. For example, if you need CEUs before January 1st, you will need to complete the course test before 11:59pm EST on December 31st.
Access to course materials and content does not expire, even after completing the post test. You may continue to review course material by logging into your NSS account, clicking the My Online Courses tab, and then viewing your desired course.
Certificate of Completion:
On successful completion of the post test (80%), a certificate will be immediately available for download and/or printing. This certificate will include your name, date of completion (based on Eastern Time Zone, USA/Canada), and number of contact hours (CEUs / CEEs). Please note that CEUs are awarded on the date of successful test completion, not the date of course enrollment. Please ensure that you successfully complete the post test prior to any licensure renewal dates.
ASHA CE Registry Submission:
During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
Purchase orders are NOT accepted when registering for online courses. Payment must be made online in the form of a credit or debit card payment.
What is an Online Course?
Our Online Courses consist of video, audio, and/or text content and are offered for ASHA CEUs. Unlike a webinar, which requires participants to be logged on and at a computer at specific times, our Online Courses are available to you at any time, from any device, via your NorthernSpeech.com online account. You may work at your own pace and start and stop your course as you wish. Your course will conclude with a short post test. On successful completion of the post test (>80%), a printable certificate of completion is presented to you.
Northern Speech is an ASHA CE Provider and our online courses are registered with ASHA and offered for ASHA CEUs. Please note that successful completion of the online post test is required prior to the awarding of CEUs. Please contact your state licensing board for acceptance policies related to CEUs earned online.
Registering for an online course:
You may browse all online courses by clicking the Continuing Education tab above, then Online Courses. Once you find a course, click Enroll Now, and you will be asked to either log into your existing Northern Speech account or create a new online account. Once you’ve entered your account information and provided your credit card payment, your course will be immediately available to you.
Accessing your purchased course or returning to a purchased course:
You will be able to access your online course by logging into your Northern Speech account and then clicking the My Online Courses tab on your profile screen. Click the course you would like to start or to resume. From there, proceed through the course sections until you are ready to complete the post test. You do not have to complete your course all at once. You may log on and off as you wish.
Each online course concludes with a post test consisting of multiple choice or true & false questions. Scores of 80% or greater are required for successful course completion and awarding of CEUs. You may revisit course materials and retest as needed to achieve a passing score.
Number of CEUs offered:
We offer courses from 1 to 21 contact hours. Each course will note the number of CEUs offered. Please note that 0.1 CEU = 1 contact hour = 1 CEE.
State licensing boards and online CEUs:
NSS is an ASHA CE Provider and most state licensing boards DO accept ASHA CEUs earned online (usually classified as home-study credits). Some boards do, however, place a limit to the number of CEUs that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any CEU limits related to home-study courses prior to enrolling in an online course.
Our course formats include: text, audio, video, and PowerPoint with author narration. Each course will note the format on the course description page.
Most of our online courses provide a link to download the accompanying handout as a PDF file.
Groups of 3 or more are eligible for a 20% discount on each registration on most of our online courses. To receive this discount, registrations need to be processed together via the "Group Rates" tab on the Online Course of your choice.
For our online courses to function best, we recommend that you update your computer to include the newest version of your Internet browser (Safari, Chrome, Firefox, Edge, Internet Explorer, etc.) and newest version of your computer's operating system. Also a high-speed Internet connection is recommended (cable or DSL). Speakers or headphones will be required for many of our courses as many contain audio components.
Course Cancellation Policy:
A purchased online course can be exchanged, refunded, or transferred to another individual if contact is made with NSS (via phone or email) within 30 days of purchase and the course materials have not been viewed or downloaded.
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“Outlined very well. Clearly explained the difference between phonological awareness, phonemic awareness, and phonics. All of it was beneficial.” – O.H. (Feb. 2020)
“I enjoyed learning more about phonemic awareness and that I could work on the course at my own pace.” – D.S. (Jan. 2020)
“I work in the school system. I feel that this entire course applies to me daily. Our school currently does a Walk to Intervention on each grade level (K-5). They students are divided according to levels within the components. I currently work with students in kindergarten and first grade who need help with rhyming and segmenting sounds in words. I like how the course mainly reinforces the need for phonological awareness to have a firm foundation before reading progresses.” – S.P. (Dec. 2019)
“This was a good course. The explanation of the difference between phonemic awareness and phonological awareness was useful information to give to general education teachers.” – D.W. (Dec. 2019)
"The best parts in this course were the graphs and the questions to answer for different phonological tasks." – C.F. (Nov. 2019)
"I appreciated the differentiation between phonemic and phonological awareness. Good examples. However, I thought there would be therapy activities discussed." – A.E. (Oct. 2019)
"I enjoyed her highlighting the importance of phonological awareness and the relationship to beginning reading skills." – J.H. (Oct. 2019)
"I liked that the difference between phonological and phonemic skills were clearly stated and illustrated. I liked the research aspect of the course. It is always helpful to know that what you are doing is based in research." – V.T. (Aug. 2019)
"Going over the breakdown of the differences between phonological awareness and phonemic awareness was most beneficial." – N.F. (Aug. 2019)
"I liked all of it. The discussion on phonological processing skills was most helpful." – N.V. (July 2019)
"I appreciated the ideas for incorporating more phonological activities into articulation therapy." – L.M. (June 2019)
"I find that knowing the difference and specific details about differences and about each part is very beneficial, and all teachers new and old should have more training on this as well as all grade level teachers." – J.M. (June 2019)
"I specifically found the hierarchy for phonological awareness very beneficial. The diagram is a great graphic organizer outlining the tasks from less complex to more complex. It also shows the tasks associated with phonological awareness and phonemic awareness. I especially liked the resources and references." – M.G. (June 2019)
"I appreciated seeing the hierarchy of the skill acquisition. I liked the concise review of previously learned information and that it clarified phonological awareness skills and phonemic awareness. The examples were clear. This information can be helpful talking to parents and teachers or aides." – S.P. (May 2019)
"I found that going over the difference between phonological awareness and phonemic awareness was most beneficial." – K.C. (Mar. 2019)
"I liked the clear explanation of the difference between phonemic and phonological awareness." – L.Z. (Feb. 2019)
"Very practical course and gave me ideas for incorporating into my preschool therapy sessions. Love the development chart for phonological awareness." – J.C. (Feb. 2019)
"Going over the importance of phonological awareness in developing good readers was most beneficial." – M.J. (Jan. 2019)
"I enjoyed the research on phonological awareness and its connection with reading/decoding as well as the scope and sequence of phonological awareness/phonemic awareness skills. Loved the course!" – K.S. (Dec. 2018)
"I felt the differentiation between phonological awareness and phonemic awareness was excellent. The chart with the progression was also very helpful. I liked the thoroughness of the course. Excellent!" – R.L. (Nov. 2018)
"I liked the excellent references and repetition of distinctions between phonological and phonemic awareness." – N.Y. (Sept. 2018)
"I appreciated the three areas of phonological processing that predict children who will have difficulty becoming good readers and the development of simple to complex phonological awareness skills. I like that it provided clarity regarding differences between phonological awareness, phonemic awareness, alphabetic principle, and phonics." – B.H. (July 2018)
"The understanding of what phonological awareness and phonemic awareness are and how they related to reading/writing were beneficial. I liked the activities involved in the learning, however, providing examples of activities that may be used in the classroom to address these skills could have been helpful." – N.A. (May 2018)
"I can see how understanding the difference between phonological and phonemic awareness is helpful. The terms are often used interchangeably, most of the time. I enjoyed the practical examples and interactive parts of this course." – A.L. (May 2018)
"Differentiating between phonemic and phonological awareness was most beneficial." – M.J. (Mar. 2018)
"I enjoyed all of it. I thought it was great!" – B.F. (Jan. 2018)
"Describing the developmental sequence of phonological awareness skills was very helpful. I enjoyed the depth of info." – K.J. (Jan. 2018)
"This was a good review of phonological and phonemic awareness which helps me with my students who also have learning difficulties. I liked that I could review issues about phonological awareness at my own pace." – K.B. (Dec. 2017)
"I appreciated going over the links between phonological awareness and reading. I liked how specific everything was - all the definitions and examples were very helpful." – A.E. (Dec. 2017)
"The review of the difference between phonological awareness and phonemic awareness. I liked the conversational flow of the text; it was easy to follow." – A.K. (Sept. 2017)
"I enjoyed the sequencing of skills to improve reading ability. I liked the ease and format of the course." – K.N. (Aug. 2017)
"I liked that the difference between phonological awareness, phonemic awareness, and phonics was explained so clearly. I liked that the main findings of the studies were restated and clearly explained." – T.V. (July 2017)
"I found the most beneficial topic to be the breakdown of phonological awareness vs. phonemic awareness. I also found the research interesting. I liked that the online course used graphs, pictures, and text to convey a message." – E.B. (June 2017)
"This was a refresher course for me. I appreciated the research and explanations on the importance of phonological awareness and how it relates to reading. Great course! Very practical and enjoyed the practice items." – A.G. (Apr. 2017)
"I really liked the graphic tying the different skills together. I liked that the course helped me understand the link from PA to reading/literacy." – D.W. (Feb. 2017)
"I have students with poor articulation that have poor phonological awareness. I can now develop activities to help remedy this. The course was well written and could be understood with excellent examples. The content was so relevant to what I do as an SLP." – C.M. (Dec. 2016)
"I appreciated the explanation of the difference between phonemic and phonological awareness. Good research based information." – J.L. (Dec. 2016)
"The developmental sequence of phonological awareness was an excellent review." – A.H. (Dec. 2016)
"I found the discussion on the collaboration between Reading Specialists and SLPs in the school setting most beneficial." – C.B. (Nov. 2016)
"It was very easy to read and go through, and gave practical and useful information. I appreciated the difference between phonemic and phonological awareness, and the specific tasks that represent them." – S.Y. (Nov. 2016)
"I enjoyed the hierarchy of phonological awareness skills. Clearly presented with research based info." – C.F. (Oct. 2016)
"The three behaviors that strongly predict if a child will have difficulty learning to read were really helpful. I like that the material was broken up into pages, and bullet points, and research was simply explained." – J.S. (Sept. 2016)
"It was all so very interesting! Thank you!" – J.C. (Aug. 2016)
"I appreciated the explanations of the difference between phonemic and phonological awareness as well as the specific tasks described from least to most complex. I expected examples of how to implement specific tasks in a classroom or therapy setting." – L.C. (July 2016)
"The discussion on the development of phonemic awareness in young children was very useful. I like that the course covered the relationship between phonemic awareness and reading." – R.M. (May 2016)
"The diagrams were helpful as was the literature that accompanied the course." – R.S. (Apr. 2016)
"The graph representing the simple to complex phonologic and phonemic tasks was most beneficial." – K.G. (Mar. 2016)
"I liked how the course provided examples for each concept that was discussed." – U.P. (Feb. 2016)
"The correlation between phonological awareness and reading was excellent. I liked the examples provided." – J.R. (Jan. 2016)
"Very nice, clear explanation of Phonemic Awareness and Phonological Awareness!" – T.P. (Jan. 2016)