This research synthesis identifies areas of convergence in reading research regarding the importance, dimensions, and effects of phonological awareness on the reading acquisition process. It also highlights similarities and differences between normal achievers and diverse learners. The following five areas of research convergence are identified: (1) phonological processing ability explains significant differences between good and poor readers; (2) phonological awareness is a general ability with multiple dimensions; (3) phonological awareness has a reciprocal relation to reading acquisition; (4) phonological awareness is necessary but not sufficient for reading acquisition; and (5) phonological awareness is teachable and promoted by attention to instructional variables. Also discussed are issues of construct validity, the importance of explicit teaching of phonological awareness, the value of combining phonological awareness instruction with instruction in letter-sound correspondences, and the value of providing intense and explicit instruction in phonological awareness to diverse learners who may potentially have reading disabilities. A table allows comparison of the major studies reviewed. (Contains 32 references and 4 figures.) (DB)