Examines the factorial structure underlying different task types within the domain of phonological awareness. Tests, in study 1, 128 preschoolers without formal reading instruction, giving them tasks in rhyme recognition, syllable counting, initial phoneme matching and deletion, phoneme blending, and phoneme counting. Replicates structural relationships in study 2 (509 grade 1 subjects). Demonstrates that the phonemic factor was the most potent predictor. (PA)