Phonemic Awareness and Reading: Why Letter Names Aren’t Enough for Struggling Readers
- Hammond Bell Educational Services, LLC
- 5 days ago
- 4 min read
If your child is struggling to learn to read, you may find yourself asking questions like:
“They know their ABCs... so why is reading still so hard?”
“Is memorizing letter names enough?”
“Am I missing something important?”
These are incredibly common, and valid, concerns.
For many children, especially those with dyslexia, phonemic awareness does not develop automatically. When this foundation is weak, reading becomes confusing and frustrating, no matter how well a child knows their letters. This is where the Orton-Gillingham approach, a form of structured literacy, becomes especially important..
Phonemic Awareness: Why Letter Sounds Matter More Than Letter Names
Phonemic awareness is one of the strongest predictors of reading success. It allows children to break words into sounds, blend sounds together, and make sense of what they are reading. Without phonemic awareness, children often rely on guessing or memorization instead of true decoding.
This is why many reading programs — including Orton-Gillingham — prioritize phonemic awareness before introducing letter names or alphabet order.
Knowing letter names can help identify children who may struggle later, but letter names themselves do not teach children how to read. Reading requires a very different skill set, one that focuses on sounds rather than memorization.
To read successfully, children must learn to hear individual sounds in words, match those sounds to letters, and blend the sounds together smoothly. This ability is called phonemic awareness, and it is one of the strongest predictors of reading success. When phonemic awareness is weak, reading becomes guesswork instead of a skill that makes sense.
For children with dyslexia, phonemic awareness often does not develop naturally. These children need explicit, structured instruction that teaches letter-sound relationships directly, rather than more repetition of the alphabet.
Why Memorizing the Alphabet Isn’t Enough
Many parents are surprised to learn that knowing the alphabet does not automatically lead to reading. A child can recite letter names perfectly and still struggle to decode even simple words.
Research shows that teaching letter names alone does not significantly improve reading skills. Children learn to read when letter sounds and phonemic awareness are taught together, in a clear and systematic way. In fact, focusing too heavily on letter names without teaching sounds can delay progress for struggling readers.
If your child isn’t making progress, it doesn’t mean they are behind or incapable. It often means they need instruction that teaches reading differently, in a way that aligns with how their brain processes language.
How Orton-Gillingham Teaches Reading Differently
Orton-Gillingham is based on how the brain learns language, especially for children who struggle.
Instead of starting with ABC order, OG instruction:
Focuses on sounds first, not letter names
Introduces letters in a carefully planned sequence
Builds reading skills step by step
Uses multisensory methods so children see, hear, and feel what they’re learning
Rather than starting with the alphabet in ABC order, Orton-Gillingham instruction strengthens phonemic awareness first, helping children understand how sounds work before connecting them to letters.
What Parents Often Don’t Know About Alphabet Order
One of the most common misconceptions about early reading is that children must master letters in alphabetical order before they can read. In Orton-Gillingham instruction, this is not the case.
Instead, letters are introduced based on how useful they are for reading. Short vowels and common consonants are taught early so children can quickly begin blending sounds into words. Letter names are added later, after sound mastery has been established. This approach helps children build confidence and experience success sooner, which is especially important for children who have already become frustrated with reading.
Why This Matters for Children With Dyslexia
Children with dyslexia often confuse letter sounds, reverse letters, struggle to blend sounds, or avoid reading altogether because it feels overwhelming. These challenges are not caused by lack of effort or motivation. They are signs that the foundation of reading needs to be strengthened.
Orton-Gillingham addresses these difficulties directly by focusing on phonemic awareness, letter-sound association, and structured practice. When instruction is clear and systematic, children stop guessing and begin reading with purpose and confidence.
How Orton-Gillingham Works Virtually
At Hammond Bell, Orton-Gillingham instruction has been delivered virtually since 2017. Online lessons still include multisensory activities, real-time feedback, individualized pacing, and interactive tools that mirror in-person instruction. Many children thrive in an online setting because they can learn in a comfortable environment while still receiving expert support.
A Balanced Approach That Supports Real Progress
Letter names do have a place in reading instruction, but they should not be the starting point for struggling readers. Strong reading instruction balances phonemic awareness, letter sounds, decoding strategies, and structured practice.
This balanced, evidence-based approach is what helps children move from frustration to confidence and from memorization to meaningful reading.
Is This Your Child?
Your child may benefit from Hammond Bell’s services if they:
Know their letters but struggle to read words
Confuse or forget letter sounds
Guess at words instead of sounding them out
Reverse letters like b/d or p/q
Become frustrated, anxious, or avoid reading
Haven’t made progress despite extra help
If several of these sound familiar, your child may not need more practice, they may need a different approach.
A short conversation can help determine whether phonemic awareness or structured literacy support could make a difference.
Schedule a free consultation with Hammond Bell Educational Services to see if our program is the right fit for your child.
How Hammond Bell Educational Services Supports Struggling Readers
Hammond Bell Educational Services specializes in helping children who struggle with reading, spelling, writing and math — especially those with dyslexia or other language-based learning differences. Our tutors are trained in structured literacy and Orton-Gillingham–based instruction, with a strong focus on building phonemic awareness, decoding skills, and reading confidence.
Since 2017, Hammond Bell has provided effective virtual intervention long before online learning became common. Our approach is personalized, evidence-based, and designed to meet each child where they are whether they are just beginning to read or have been struggling for years.
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