In a research-based instruction sequence for phonemic awareness, what should be introduced last?

In teaching phonemic awareness through a research-based instructional sequence, phoneme substitution is generally introduced last because it requires a higher level of cognitive processing compared to the other tasks.

When learners first engage with phonemic awareness, they typically start with phoneme isolation, where they identify specific sounds in words. Following this, phoneme segmentation is introduced, allowing learners to break words down into their individual sounds. Phoneme blending comes next, as students learn to combine individual sounds to form words.

Phoneme substitution, the ability to replace one phoneme in a word with another to create a new word, demands a deeper understanding and manipulation of sounds. It builds on the skills developed through blending, segmentation, and isolation, making it a more advanced level of phonemic awareness. This progression not only aligns with the natural development of linguistic skills but also ensures that students have the foundational knowledge necessary to successfully engage with more complex tasks like substitution. As such, it is logical and effective to introduce phoneme substitution last in the instructional sequence.