This report describes a program for increasing phonemic awareness in the primary grades. The targeted population consisted of first and second grade students from middle class communities located in the Midwest. Research indicated that students who enter primary grades without phonemic awareness might have reading difficulties. Lack of phonemic awareness was documented through the pretests. Analysis of probable cause data revealed that students who enter school lacking phonemic awareness may be lacking home literacy experiences. Other factors that have been identified as having an impact on early language knowledge include predisposition to learning disabilities, income levels, and home and school language differences. Lack of professional training regarding phonemic awareness also limited the identification of at-risk students who needed further training for language knowledge. A review of solution strategies suggested that early interventions might make a difference for the development and outcomes of reading skills in first and second grade children at risk for reading failure. Phonemic awareness can be a part of any classroom by providing rich language experiences that encourage active exploration and manipulation of sounds. Most children will acquire phonemic awareness from these activities. A comparison of pretest and posttest results showed a dramatic increase ranging from 5% to 65% in the percentage of correct answers on skill tests. Analysis of posttest results indicated that a majority of students increased their knowledge of language, and thus improved their phonemic awareness. The teacher-researchers strongly recommend instruction in phonemic awareness for primary students to strengthen language skills. Contains 37 references, 2 figures and 6 tables of data. Appendixes contain pretest and posttest materials, activity sheets, game descriptions, and a list of recommended children's books. (Author/SR)