Considers the origin and validity of phonemic awareness and why phonemic awareness is important. Discusses phonemic awareness in a balanced reading program, and teaching phonemic awareness. Suggests activities that promote phonemic awareness by using children's literature. Discusses assessment of student progress. Presents experiences with her…

Explains how one teacher developed a cross-age tutoring program that allowed her high school students to help primary grade problem readers. Argues that high school students with reading problems make good tutors for troubled beginning readers because they are sympathetic and inventive. (FL)