The ability to hear, identify, and play with sounds in spoken language — before letters even enter the picture.
Phonological awareness is the ability to notice and work with the sounds in spoken language. It's not about letters or reading yet — it's about hearing. Can your child hear that "cat" and "hat" rhyme? Can they clap out the syllables in "butterfly"? Can they tell you the first sound in "dog"?
This skill is one of the strongest predictors of future reading success. Children who can play with sounds in words find it much easier to learn phonics later — because they already understand that words are made up of smaller sound parts.
Phonological awareness develops in a predictable sequence: first children notice big chunks of sound (like rhymes and syllables), then they begin to hear individual sounds (phonemes) within words. It's a listening skill — no reading required.
Why it matters: Research consistently shows that phonological awareness is foundational to learning to read and spell. Children who struggle with this skill often struggle with reading, not because they aren't smart, but because their brain needs more support in processing the sound structure of language.
These are general guides based on Australian developmental norms. Every child develops at their own pace — but these milestones give you a sense of what's typical.
Every child develops at their own pace — but some signs are worth paying attention to. You might want to seek support if your child:
These are simple things you can do at home — in the car, at the dinner table, or before bed. Click any card to see the details.
Ages: Preschool–Prep
Take turns thinking of words that rhyme. Start with a word like "cat" and see how many rhymes you can find together. Silly made-up words count! "Cat, bat, sat, dat, gat…"
Tap to flip backAges: Prep–Year 1
"I spy something that starts with /mmm/." Use the sound, not the letter name. Let your child look around and guess. Great for car rides or while waiting.
Tap to flip backAges: Preschool–Prep
Clap the syllables in words together. Start with names — "Ma-ma" (2 claps), "El-e-phant" (3 claps). Then try food, animals, or anything around you.
Tap to flip backAges: Prep–Year 1
Say words in "robot voice" — one sound at a time. "/d/ … /o/ … /g/" — can your child blend them together? "Dog!" Start with 3-sound words and build up.
Tap to flip backAges: Prep–Year 2
Say three words — two that rhyme and one that doesn't. "Cat, hat, dog — which one doesn't belong?" This builds attention to sounds and is great for dinner time.
Tap to flip backAges: Year 1–Year 3
"What happens if we change the /c/ in 'cat' to /b/?" → "bat!" This is advanced phonological awareness and directly supports reading and spelling. Keep it playful.
Tap to flip backIn Australian schools, phonological awareness is typically assessed in the early years — particularly in Prep and Year 1. Teachers and speech pathologists look at a child's ability to work with sounds in spoken language, not their reading of printed text.
What teachers look for:
Common assessments used in Australian schools:
If your child's school has flagged concerns about phonological awareness, or if you're noticing some of the warning signs above, a speech pathologist can conduct a more detailed assessment to understand exactly where your child needs support.