Program Description

"The Heggerty's Phonemic Awareness Curriculum is easier to implement than ever before. This ESSA rated solution provides embedded professional development, explicit teacher guidance, and systematic lesson instruction in both English and Spanish for preschool, kindergarten, and primary classrooms. The lessons take just ten minutes to complete and are guaranteed to fit seamlessly into your current literacy instruction, providing results in weeks, not years."

Cost

$89/year. Prices for individual components vary. Quotes are provided via the publishing website's

Intended Population

• Core
• Intervention
• ELL

Grade

• Pre-K
• Elementary School

Intended Group Size

• Any

ELL/DLL

• Full

Multisensory Applications

• Yes

Computer-Based Delivery

• Partial

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Skill Specific

Placement Tests

• No

Accelerated Learning

• No

Assessment to Monitor Skills Mastery

• Yes

Error Correction Built In

• No

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

There are no peer reviewed studies assessing the revised (2020) Heggerty Phonemic Awareness Curriculum, therefore there is insufficient evidence to support the efficacy of the program at this time. A review of the literature did reveal two peer reviewed studies that assessed a previous version (2014) of Heggerty Phonemic Awareness Curriculum (Al-Bataineh & Sims-King, 2013; Coyne et al., 2025) with promising effects. A randomized controlled trial by Coyne et al. (2025) found that first graders who received Heggerty Phonemic Awareness Curriculum had better phonemic awareness skills than students in the control group but did not perform better in other reading outcomes (nonsense word reading, oral reading fluency). Although not peer reviewed, some research (i.e., dissertation by Fox, 2024 and research through Florida Center for Reading Research by Little et al., 2023) hava also explored the effect of the program with mixed results.

Study Citations

Little, C.W., Edwards, A.E., Harris, M., Santangelo, D., Terry, N.P (2023, November 21). Examining student reading achievement in the Heggerty Phonemic Awareness Curriculum. Florida Center for Reading Research. fcrr.org. https://doi.org/10.6084/m9.figshare.24585075

Coyne, M. D., McCoach, D. B., Santory, L. E., Gentile, M., Rodrigues, C., & Kastner, P. (2025). The Effects of Advanced Phonemic Awareness Instruction in First Grade. The Elementary School Journal, 126(2). https://doi.org/10.1086/737952

Evidence Base (ESSA)

• No studies met inclusion requirements

Evidence-Based Practice (EBP)

• Insufficient evidence