Phonological awareness is a more potent predictor of reading achievement than nonverbal intelligence, vocabulary, and listening comprehension, and it correlates more highly with reading acquisition than tests of general intelligence (IQ tests) or reading readiness. (Adams, 1990; Blachman, 1989, 1991; Catts, 1991, Griffith & Olson, 1992; Stanovich, 1986; Yopp, 1995). Measures of phonemic awareness, the later developed reading skill, are among the best, if not the best, predictors of success in learning to read. Teachers will learn how to assess a child's level of phonological and phonemic awareness. They will learn valid and reliable measures commonly used to assess both phonological and phonemic awareness and how to plan their instruction based on the assessment results. (Audience: any classroom teacher, special education teacher, or paraprofessional educators working with students reading at the emergent (K), emergent/early (1st), and early/fluent (2nd) level.)