Previous research has established that learning to read improves children's performance on reading-related phonological tasks, including phoneme awareness (PA) and nonword repetition. Few studies have investigated whether literacy acquisition also promotes children's rapid automatized naming (RAN). We tested the hypothesis that literacy…

Reports on the development of a test of phonemic awareness suitable for administration to young children. Compares kindergarteners' performance on a measure controlling for global similarity and another measure not controlled. Finds support for the importance of controlling for global similarity when attempting to measure phoneme invariance. (RS)

Reports on a study of Grade 5 children who had been trained in phoneme identity six years earlier. Results reveal that these children were superior to untrained controls on irregular word reading and on a composite list of nonwords, regular words, and irregular words. Preschool instruction in phonemic structure had modest but detectable effects on…

Results of 6 experiments with 109 Australian preschool children favor training in phoneme identity over segmentation as a component of initial reading instruction because it is easier to implement and its relation to alphabetic insight is stronger. Implications for the initial reading curriculum are discussed. (SLD)

A follow-up study of 62 children in grades 1 and 2 instructed in phonemic awareness in preschool showed that, compared with 53 controls, trained children were superior in nonword reading 2 and 3 years later and in reading comprehension at 3 years. A supplemental study supported these results. (SLD)

Examines the word-reading strategies of a sample of second- and third-grade students in normal classrooms, focusing on the students' relative reliance on decoding versus sight-word associations. Suggests that lack of efficient decoding skills will begin to take a toll on reading comprehension by grade 3. (SR)

Discusses a study of the relationship of Australian elementary school students' word reading strategies to comprehension level, reading time, and phonemic awareness. Reports that performance in reading both irregular and nonsense words is a reasonably good predictor of subsequent performance. Recommends remedial training for students lacking…

Follow-up evaluation data were collected after one year on a program to teach young children about phonemic structures. Results with 63 experimental subjects in first grade and 56 controls indicate that children who enter school with advanced phonemic awareness score high on measures of word identification, decoding, and spelling. (SLD)

A program to teach young children about phonological structure was evaluated with 64 experimental group and 62 control group preschoolers in Australia. Results support the efficacy of the program and the principle that phonological awareness and letter knowledge are necessary but not sufficient for acquisition of the alphabetic principle. (SLD)