This position paper considers the complex relation between phonemic awareness and reading. The paper seeks to define phonemic awareness (although there is no single definition), stating that it is typically described as an insight about oral language and in particular about the segmentation of sounds that are used in speech communication. It also differentiates between phonemic awareness and phonological awareness, terms which are sometimes used interchangeably. The paper discusses many aspects of phonemic awareness, including research findings (and how they might be misused or overgeneralized), and how phonemic awareness can be taught. The paper contends that the following teacher suggestions will lead to the development of phonemic awareness and success in learning to read: offer students a print-rich environment within which to interact; engage students with surrounding print as readers/writers; engage children in language activities that focus on both the form and the content of spoken and written language; provide explicit explanations in support of student's discovery of the alphabetic principle; and provide opportunities for students to practice reading/writing for real reasons in a variety of contexts to promote fluency and independence. An extensive list of suggested readings concludes the paper. (NKA)