A study of the concurrent relationships between naming speed, phonological awareness and spelling ability in 146 children in Years 3 and 4 of state-funded schools in South-East England (equivalent to US Grades 2 and 3) is reported. Seventy-two children identified as having normal phonological awareness but reduced rapid automatised naming (RAN)…

There is now a strong evidence base from theory and research providing a "template" to inform practice at Wave 2, guiding the design and implementation of time-limited effective early intervention programmes for pupils identified as "at risk" of reading difficulties following initial literacy instruction (Rose, 2009). In contrast, there is…

The first paper published in the Journal of Research in Reading on the topic of phonological awareness ( Schreuder & van Bon, 1989) appeared some fifteen years after the seminal paper by Liberman, Shankweiler, Fischer and Carter (1974), which had demonstrated that there was a relationship between spoken word segmentation ability and reading…

Examines and compares levels of phonological awareness in monolingual and bilingual English and Greek five-year-olds. Shows that the bilingual English-Greek children significantly outperformed the monolingual English children, but this pattern was not replicated in the bilingual Greek-English/monolingual Greek comparisons. Accords well with…

Investigates the relation between phonological awareness, sound-to-letter mapping knowledge, and printed word learning in novice five-year-old readers. Explores effects of visual memory and of teaching methods. Finds mental representations of printed words are more easily formed by beginners who are able to match at least some of the phonological…

Investigates the relationship between phonological awareness and phonological memory and their relative contribution to early reading and spelling. Suggests they make significant yet distinctive contributions to early literacy. Notes evidence that a qualitative change in phonological memory takes place during the first year of formal schooling.…

Discusses research that supports the view that early phonological awareness affects children's ability to exploit the alphabetic system, and so to develop a sublexical route from print to sound to meaning. Discusses implications for teachers. (RS)