Skip to main content
SpringerLink
Log in

Phonological awareness

What's important and to whom?

  • Published:
Reading and Writing Aims and scope Submit manuscript

Abstract

The purpose of this article is to examine the literature linking phoneme awareness and reading acquisition and to examine the nature of this relationship in terms of learner and task. The paper begins with a definition of phoneme awareness and a description of the development of phoneme awareness. Findings from correlational and phoneme awareness training studies are summarized and the relationship of phoneme awareness to reading discussed. Last, explanations for low phoneme awareness skills and current instructional practices are presented to place the importance of phoneme awareness within a school-based context.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Adams, M. (1990).Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

    Google Scholar 

  • Ball, E. (1992). Assessing phonological awareness: The role of the speech language clinician. Paper submitted for publication.

  • Ball, E. & Blachman, B. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling?Reading Research Quarterly.

  • Beck, I. (1991). Beginning to read: The debate continues. Paper presented at National Reading Conference, Palm Springs, CA.

  • Berninger, V., Thalberg, S., DeBruyn, I. & Smith, R. (1987). Preventing reading disabilities by assessing and remediating phonemic skills.School Psychology Review 16(4): 554–565.

    Google Scholar 

  • Bissex, G. L. (1980).Gnys at work: A child learns to write and read. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Blachman, B. (1983). Are we assessing the linguistic factors critical in early reading?Annals of Dyslexia 33: 91–109.

    Google Scholar 

  • Blachman, B. (1984a). Relationship of rapid naming ability and language analysis skill to kindergarten and first-grade achievement.Journal of Educational Psychology 76: 610–622.

    Google Scholar 

  • Blachman, B. (1984b). Language analysis skills and early reading acquisition: In G. Wallach & K. Butler (eds.),Language learning disabilities in school-age children (pp. 271–287). Baltimore, MD: Williams and Wilkins.

    Google Scholar 

  • Blachman, B. (1987). An alternative classroom reading program for learning disabled and other low-achieving children: In: R. Bowler (ed.),Intimacy with Language: A forgotten basic in teacher education (pp. 49–55). Baltimore: The Orton Dyslexia Society.

    Google Scholar 

  • Blachman, B. (1991). Getting ready: Learning how print maps to speech. In: J. Kavanagh (ed.),The language continuum: From infancy to literacy (pp. 41–62). Parkton, MD: York Press.

    Google Scholar 

  • Blachman, B., Ball, E., Black, S. & Tangel, D. (1991). Promising practices for improving beginning reading instruction: Teaching phoneme awareness in the kindergarten classroom. Manuscript submitted for publication.

  • Bradley, L. (1988). Making connections in learning to read and spell.Applied Cognitive Psychology 2: 3–18.

    Google Scholar 

  • Bradley, L. & Bryant, P. (1978). Difficulties in auditory organisation as a possible cause of reading backwardness.Nature 271: 746–747.

    Google Scholar 

  • Bradley, L. & Bryant, P. (1983). Categorizing sounds and learning to read: A causal connection.Nature 301: 419–421.

    Google Scholar 

  • Bradley, L. & Bryant, P. (1985).Rhyme and reason in reading and spelling. Ann Arbor: University of Michigan Press.

    Google Scholar 

  • Bruce, D. (1964). An analysis of word sounds by young children.British Journal of Educational Psychology 34: 158–170.

    Google Scholar 

  • Bryant, P. & Bradley, L. (1985).Children's reading problems. Oxford (UK): Basil Blackwell.

    Google Scholar 

  • Byrne, B. & Fielding-Barnsley, R. (1989). Phonemic awareness and letter knowledge in the child's acquisition of the alphabetic principle.Journal of Educational Psychology 81: 313–321.

    Google Scholar 

  • Byrne, B. & Ledez, J. (1983). Phonological awareness in reading-disabled adults.Australian Journal of Psychology 35(2): 185–197.

    Google Scholar 

  • Calfee, R. (1983). Book review ofDyslexia: Theory and research by F. R. Vellutino.Applied Psycholinguistics 4: 69–101.

    Google Scholar 

  • Calfee, R., Chapman, R. & Venezky, R. (1972). How a child needs to think to learn to read. In: L. Gregg (ed.),Cognition in learning and memory (pp. 139–182). New York: Wiley.

    Google Scholar 

  • Calfee, R. C., Lindamood, P. & Lindamood, C. (1973). Acoustic-phonetic skill and reading — kindergarten through twelfth grade.Journal of Educational Psychology 64: 293–299.

    Google Scholar 

  • Carbo, M. (1988). Debunking the great phonics myth.Phi Delta Cheapen 11: 226–240.

    Google Scholar 

  • Carbo, M. (1989). An evaluation of Jeanne Chall's response to ‘Debunking the great phonics myth’.Phi Delta Cheapen 10: 152–157.

    Google Scholar 

  • Catts, H. & Kamhi, A. (1986). The linguistic basis of reading disorders: Implications for the Speech-Language pathologist.Language, Speech, and Hearing Services in Schools 17: 329–341.

    Google Scholar 

  • Chabon, S. & Prelock, P. (1987). Approaches used to assess phonemic awareness: There is more to an elephant than meets the eye.Journal of Childhood Communication Disorders 10(2): 95–106.

    Google Scholar 

  • Chall, J. (1983).Stages of reading development. New York: McGraw-Hill.

    Google Scholar 

  • Chall, J. (1989a). Learning to read: The great debate 20 years later: A response to ‘Debunking the great phonics myth’.Phi Delta Cheapen 3: 521–538.

    Google Scholar 

  • Chall, J. (1989b). The uses of educational research: Comments on Carbo.Phi Delta Cheapen 10: 158–160.

    Google Scholar 

  • Chall, J., Roswell, F. & Blumenthal, S. (1983). Auditory blending ability: A factor in success in beginning reading.Reading Teacher 17: 113–118.

    Google Scholar 

  • Cunningham, A. E. (1990). Explicit v. implicit instruction in phonemic awareness.Journal of Experimental Child Psychology 50(3): 429–444.

    Google Scholar 

  • Dewey, J. (1938).Experience and education. New York: Macmillan.

    Google Scholar 

  • Donahue, M. (1986). Linguistic and communicative development in learning-disabled children. In: S. Ceci (ed.),Handbook of cognitive, social and neuropsychological aspects of learning disabilities, Vol. 1 (pp. 263–290). Hillsdale, NJ: Erlbaum Associates.

    Google Scholar 

  • Edelsky, C. (1990). Whose agenda is this anyway? A response to McKenna, Robinson and Miller.Educational Researcher 19(8): 3–6.

    Google Scholar 

  • Ehri, L. C. (1979). Linguistic insight: Threshold of reading acquisition. In: T. G. Waller & G. E. MacKinnon (eds.),Reading research: Advances in theory and practice, Vol. 1 (pp. 63–113). New York: Academic Press.

    Google Scholar 

  • Ehri, L. (1989). The development of spelling knowledge and its role in reading acquisition and reading disability.Journal of Learning Disabilities 22(6): 356–365.

    Google Scholar 

  • Ehri, L. & Wilce, L. (1980). The influence of orthography on readers' conceptualization of the phonemic structure of words.Applied Psycholinguistics 1: 371–385.

    Google Scholar 

  • Elkonin, D. B. (1973). USSR. In: J. Downing (ed.),Comparative reading (pp. 551–580). New York: Macmillan.

    Google Scholar 

  • Ferroli, L. & Shanahan, T. (1987). Kindergarten spelling: Explaining its relationship to first-grade reading. In: J. Readence and S. Baldwin (eds.),Research in literacy: Merging perspectives (pp. 93–99). National Reading Conference.

  • Foorman, B., Francis, D. & Novy, D. (1990). The relationship between first graders' spelling, reading, and phonemic segmentation: Getting links in synch. Paper presented at the American Education Research Association, Boston.

  • Foorman, B. & Liberman, D. (1989). Visual and phonological processing of words: A comparison of good and poor readers.Journal of Learning Disabilities 22(6): 349–355.

    Google Scholar 

  • Fox, B. & Routh, D. (1975). Analyzing spoken language into words, syllables, and phonemes: A developmental study.Journal of Psycholinguistic Research 4: 331–342.

    Google Scholar 

  • Fox, B. & Routh, D. (1976). Phonemic analysis and synthesis as word-attack skills.Journal of Educational Psychology 68: 70–74.

    Google Scholar 

  • Fox, B. & Routh, D. (1980). Phonemic analysis and severe reading disability in children.Journal of Educational Psychology 9(2): 115–119.

    Google Scholar 

  • Fox, B. & Routh, D. (1984). Phonemic analysis and synthesis as word attack skills: Revisited.Journal of Educational Psychology 76(6): 1059–1064.

    Google Scholar 

  • Freebody, P. & Byrne, B. (1988). Word reading strategies in elementary school children: Relations to comprehension, reading time, and phonemic awareness.Reading Research Quarterly 23(4): 441–453.

    Google Scholar 

  • Goodman, K. (1977). Acquiring literacy is natural: Who skilled Cock Robin?Theory into practice 76: 309–314.

    Google Scholar 

  • Goodman, K. & Goodman, Y. (1981). A whole language comprehension-centred reading program. Program in language and literacy occasional paper, Number 1.

  • Gough, P. & Juel, C. (1987). Is there reading without phonological awareness? Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.

  • Gough, P. & Juel, C. (1991). The first stages of word recognition. In: L. Rieben & C. Perfetti (eds.),Learning to read (pp. 47–56) Hillsdale, NJ: Erlbaum Associates.

    Google Scholar 

  • Gough, P. & Tunmer, W. (1986). Decoding, reading, and reading disability.Remedial and Special Education 7: 6–10.

    Google Scholar 

  • Graves, D. (1983).Writing: Teachers and children at work. Portsmouth, NH: Heinemann.

    Google Scholar 

  • Harste, J. C., Woodward, V. A. & Burke, C. L. (1984).Language stores and literature lessons. Portsmouth, NH: Heinemann.

    Google Scholar 

  • Heymsfeld, C. (1989). Filling the whole in whole language.Educational Leadership 3: 65–69.

    Google Scholar 

  • Heshusius, L. (1991). Curriculum-based assessment and direct instruction: Critical reflections on fundamental assumptions.Exceptional Children 57: 315–328.

    Google Scholar 

  • Heshusius, L. (1992). Reading meaning into texts.Exceptional Children 58(5): 472–475.

    Google Scholar 

  • Hoffman, P. R. (1990). Spelling, phonology, and the speech-language pathologist: A whole language perspective.Language, Speech, and Hearing Services in Schools 21: 238–243.

    Google Scholar 

  • Hohn, W. & Ehri, L. (1983). Do alphabetic letters help prereaders acquire phonemic segmentation skill?Journal of Educational Psychology 75(5): 752–762.

    Google Scholar 

  • Holdaway, P. (1979).Foundations of literacy. Sydney: Ashton Scholastic.

    Google Scholar 

  • Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades.Journal of Educational Psychology 80(4): 437–447.

    Google Scholar 

  • Juel, C., Griffith, P. & Gough, P. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade.Journal of Educational Psychology 78: 243–255.

    Google Scholar 

  • Kantrowitz, B. (1990). The reading wars.Newsweek, Special issue, Fall/Winter, pp. 8–14.

  • Kirtley, C., Bryant, P., MacLean, M. & Bradley, L. (1989). Rhyme, rime, and the onset of reading.Journal of Experimental Child Psychology 48: 224–245.

    Google Scholar 

  • Klesius, J., Griffith, P. & Zielonka, P. (1991). A whole language and traditional instruction comparison: Overall effectiveness and development of the alphabetic principle.Reading Research and Instruction 30(2): 47–61.

    Google Scholar 

  • Liberman, A., Cooper, F. S., Shankweiler, D. & Studdert-Kennedy, M. (1967). Perception of the speech code.Psychological Review 74: 731–761.

    Google Scholar 

  • Liberman, I. Y. (1973). Segmentation of the spoken word and reading acquisition.Bulletin of the Orton Society 23: 65–77.

    Google Scholar 

  • Liberman, I. Y. & Liberman, A. M. (1990). Whole language v. code emphasis: Underlying assumptions and their implications for reading instruction.Annals of Dyslexia 40: 51–76.

    Google Scholar 

  • Liberman, I., Rubin, H., Duques, S. & Carlisle, J. (1985). Linguistic abilities and spelling proficiency in kindergartners and adult poor spellers. In: D. Gray & J. Kavanagh (eds.),Biobehavioral measures of dyslexia (pp. 163–176). Parkton, MD: York Press.

    Google Scholar 

  • Liberman, I. Y. & Shankweiler, D. (1991). Phonology and beginning reading: A tutorial. In: L. Rieben & C. A. Perfetti (eds.),Learning to read: Basic research and its implications (pp. 3–17). Hillsdale, NJ: Erlbaum Associates.

    Google Scholar 

  • Liberman, I., Shankweiler, D., Fischer, F. & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child.Journal of Experimental Child Psychology 18: 201–212.

    Google Scholar 

  • Lundberg, I., Frost, J. & Peterson, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children.Reading Research Quarterly 23: 263–284.

    Google Scholar 

  • Lundberg, I., Olofsson, A. & Wall, S. (1980). Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten.Scandinavian Journal of Psychology 21: 159–173.

    Google Scholar 

  • MacLean, M., Bryant, P. & Bradley, L. (1987). Rhymes, nursery rhymes, and reading in early childhood.Merrill-Palmer Quarterly 33: 255–281.

    Google Scholar 

  • Mann, V. A. (1986). Why some children encounter reading problems: The contribution of difficulties with language processing and phonological sophistication to early reading disability. In: J. Torgesen & B. Wong (eds.),Psychological and educational perspectives on learning disabilities (pp. 133–159). New York: Academic Press.

    Google Scholar 

  • Mann, V. A. & Liberman, I. Y. (1984). Phonological awareness and verbal short-term memory: Can they presage early reading problems?Journal of Learning Disabilities 17: 592–599.

    Google Scholar 

  • Mann, V. A., Tobin, R. & Wilson, R. (1987). Measuring phonological awareness through the invented spelling of kindergarten children.Merrill-Palmer Quarterly 33(3): 365–391.

    Google Scholar 

  • Marcel, A. (1980). Phonological awareness and phonological representation: Investigation of a specific spelling problem. In: U. Frith (ed.),Cognitive processes in spelling (pp. 373–403). New York: Academic Press.

    Google Scholar 

  • Mason, J. M. & Allen, J. (1986). A review of emergent literacy with implications for research and practice in reading. In: E. Z. Rothkopf (ed.),Review of research in education, Vol. 13 (pp. 3–47). Washington, DC: American Educational Research Association.

    Google Scholar 

  • Miller, J. L. & Eimas, P. D. (1983). Studies in the categorization of speech by infants.Cognition 13: 135–166.

    Google Scholar 

  • Montgomery, D. (1981). Do dyslexics have difficulty accessing articulatory information?Psychological Research 43: 243–253.

    Google Scholar 

  • Morais, J., Alegria, J. & Content, A. (1987). The relationship between segmental analysis and alphabetic literacy. An interactive view.Cahiers de Psychologie Cognitive 7: 1–24.

    Google Scholar 

  • Morais, J., Bertelson, P., Cary, L. & Alegria, J. (1986). Literacy training and speech segmentation.Cognition 24: 45–64.

    Google Scholar 

  • Morais, J., Cary, L., Alegria, J. & Bertelson, P. (1979). Does awareness of speech as a consequence of phones arise spontaneously?Cognition 7: 323–331.

    Google Scholar 

  • Mosenthal, P. (1989). The whole language approach: Teachers between a rock and a hard place.The Reading Teacher 42: 628–629.

    Google Scholar 

  • Newman, J. (1985).Whole language theory in use. Portsmouth, NH: Heinemann.

    Google Scholar 

  • Perfetti, C. (1985).Reading ability. New York: Oxford University Press.

    Google Scholar 

  • Perfetti, C. (1986). Continuities in reading acquisition, reading skills, and reading disability.Remedial and Special Education 7(1): 11–21.

    Google Scholar 

  • Perfetti, C. (1991). Representations and awareness in the acquisition of reading competence. In: L. Rieben & C. A. Perfetti (eds.),Learning to read (pp. 33–44). Hillsdale, NJ: Erlbaum Associates.

    Google Scholar 

  • Perfetti, C. A., Beck, I., Bell, L. & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children.Merrill-Palmer Quarterly 33: 283–319.

    Google Scholar 

  • Read, C. & Ruyter, L. (1985). Reading and spelling skills in adults of low literacy.Reading and Special Education 6: 43–52.

    Google Scholar 

  • Read, C., Zhang, Y., Nie, H. & Ding, B. (1986). The ability to manipulate speech sounds depends on knowing alphabetic reading.Cognition 24: 31–44.

    Google Scholar 

  • Rosner, J. (1979).Helping children overcome learning disabilities, 2nd ed. New York: Walker.

    Google Scholar 

  • Rosner, J. & Simon, D. (1971). The Auditory Analysis Test: An initial report.Journal of Learning Disabilities 4: 384–392.

    Google Scholar 

  • Savin, H. B. (1972). What the child knows about speech when he starts to learn to read. In: J. F. Kavanagh and I. G. Mattingly (eds.),Language by ear and by eye (pp. 319–326). Cambridge, MA: MIT Press.

    Google Scholar 

  • Sawyer, D. (1987).TALS: Test of awareness of language segments. Rockport, MD: Aspen.

    Google Scholar 

  • Scarborough, H. S. (1984). Continuity between childhood dyslexia and adult reading.British Journal of Psychology 75: 329–348.

    Google Scholar 

  • Schickedanz, J. (1990). The jury is still out on the effects of whole language and language experience approaches for beginning reading: A critique of Stahl and Miller's study.Review of Educational Research 60(1): 127–131.

    Google Scholar 

  • Shanklin, N. L. & Rhodes, L. (1989). Transforming literacy instruction.Educational Leadership 3: 59–63.

    Google Scholar 

  • Share, D. J., Jorm, A. F., MacLean, R. & Matthews, R. (1984). Sources of individual differences in reading achievement.Journal of Educational Psychology 76(6): 466–477.

    Google Scholar 

  • Slaughter, H. B. (1988). Indirect and direct teaching in whole language classrooms.The Reading Teacher: 30–34.

  • Smith, F. (1971).Understanding reading. New York: Holt, Rinehart & Winston.

    Google Scholar 

  • Smith, F. (1988).Understanding reading, 4th ed. Hillsdale, NJ: Erlbaum Associates.

    Google Scholar 

  • Snowling, M. J. (1981). Phonemic deficits in developmental dyslexia.Psychological Research 43: 219–234.

    Google Scholar 

  • Snowling, M., Goulandris, N., Bowlby, M. & Howell, P. (1986). Segmentation and speech perception in relation to reading skill: A developmental analysis.Journal of Experimental Child Psychology 41(3): 489–507.

    Google Scholar 

  • Stahl, S. (1990). Riding the pendulum: A rejoinder to Schickedanz and McGee and Lomax,Review of Educational Research 60(1): 141–151.

    Google Scholar 

  • Stanovich, K. (1986a). Cognitive processes and the reading problems of learning-disabled children: Evaluating the assumption of specificity. In: J. Torgesen & B. Wong (eds.),Psychological and educational perspectives on learning disabilities (pp. 87–131). New York: Academic Press.

    Google Scholar 

  • Stanovich, K. E. (1986b). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy.Reading Research Quarterly 21: 360–407.

    Google Scholar 

  • Stanovich, K. (1987). Perspectives on segmental analysis and alphabetic literacy.Cahiers de Psychologie Cognitive 7(5): 514–519.

    Google Scholar 

  • Stanovich, K. E. (1988). Explaining the differences between the dyslexic and the garden-variety poor reader: The phonological-core variable-difference model.Journal of Disabilities 21(10): 590–604.

    Google Scholar 

  • Stanovich, K., Cunningham, A. & Cramer, B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability.Journal of Experimental Child Psychology 38: 175–190.

    Google Scholar 

  • Tangel, D. (1991). Effect of phoneme awareness training on kindergarten and first grade children's invented spelling. Syracuse University, Doctoral dissertation.

  • Teale, W. H. & Sulzby, E. (1986).Emergent literacy. Norwood, NJ: Ablex.

    Google Scholar 

  • Torneus, M. (1984). Phonological awareness and reading: A chicken and egg problem?Journal of Educational Psychology 76(6): 1346–1358.

    Google Scholar 

  • Treiman, R. (1987). On the relationship between phonological awareness to literacy.Cahiers de Psychologie Cognitive 7(5): 524–529.

    Google Scholar 

  • Treiman, R. & Baron, J. (1981). Phonemic-analysis training helps children benefit from spelling-sound rules.Memory and Cognition 11: 382–389.

    Google Scholar 

  • Tunmer, W. (1991). Phonological awareness and literacy acquisition. In: L. Rieben & C. Perfetti (eds.),Learning to read: Basic research and its implications (pp. 105–119). Hillsdale, NJ: Erlbaum Associates.

    Google Scholar 

  • Tunmer, W. E., Herriman, M. L. & Nesdale, A. R. (1988). Metalinguistic abilities and beginning reading.Reading Research Quarterly 23: 134–158.

    Google Scholar 

  • Tunmer, W. E. & Nesdale, A. R. (1985). Phonemic segmentation skill and beginning reading.Journal of Educational Psychology 77: 417–427.

    Google Scholar 

  • van Kleeck, A. (1990). Emergent literacy: Learning about print before learning to read.Topics in Language Disorders 10(2): 25–45.

    Google Scholar 

  • van Kleeck, A. & Schuele, C. (1987). Precursors to literacy: Normal development.Topics in Language Disorders 7(2): 13–31.

    Google Scholar 

  • Vellutino, F. (1977). Alternative conceptualization of dyslexia: Evidence in support of a verbal deficit hypothesis.Harvard Educational Review 47: 334–354.

    Google Scholar 

  • Vellutino, F. (1987). Dyslexia.Scientific American 256(23): 34–41.

    Google Scholar 

  • Wagner, R. (1988). Causal relations between the development of phonological processing abilities and the acquisition of reading skills: A meta-analysis.Merrill-Palmer Quarterly 34: 261–279.

    Google Scholar 

  • Wagner, R. & Torgesen, J. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills.Psychological Bulletin 101: 192–212.

    Google Scholar 

  • Wallach, M. & Wallach, L. (1976).Teaching all children to read. Chicago: University of Chicago Press.

    Google Scholar 

  • Wallach, L., Wallach, M., Dozier, M. & Kaplan, N. (1977). Poor children learning to read do not have trouble with auditory discrimination but do have trouble with phoneme recognition.Journal of Educational Psychology 69: 36–39.

    Google Scholar 

  • Wells, G. (1986).The meaning makers. Portsmouth, NH: Heinemann.

    Google Scholar 

  • Williams, J. (1980). Teaching decoding with an emphasis on phoneme analysis and phoneme blending.Journal of Educational Psychology 72: 1–15.

    Google Scholar 

  • Williams, J. (1984). Phonemic analysis and how it related to reading.Journal of Learning Disabilities 17: 240–245.

    Google Scholar 

  • Yopp, H. (1985). Phoneme segmentation ability: A prerequisite for phonics and sight word achievement in beginning reading? In: J. Niles & L. A. Harris (eds.),Issues in literacy: A research perspective. 34th Yearbook of the National Reading Conference (pp. 330–336). Rochester, NY: National Reading Conference.

    Google Scholar 

  • Yopp, H. (1988). The validity and reliability of phonemic awareness test.Reading Research Quarterly 23: 159–177.

    Google Scholar 

  • Zifcak, M. (1981). Phonological awareness and reading acquisition.Contemporary Educational Psychology 6: 117–126.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Special Education (M/C 147), College of Education, The University of Illinois, P.O. Box 4348, 60680-4348, Chicago, IL, USA

    Eileen W. Ball

Authors
  1. Eileen W. Ball
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Ball, E.W. Phonological awareness. Read Writ 5, 141–159 (1993). https://doi.org/10.1007/BF01027481

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF01027481

Key words

Search

Navigation