Abstract
The importance of phonological awareness in reading acquisition is beyond question. The last three decades has seen a substantial amount of research to demonstrate the intimate relationship between phonological awareness and the acquisition of literacy skills (cf. Stanovich, 1986, Adams, 1990, for reviews). However, many questions remain unanswered. Of interest in the present study is how phonological awareness develops from Kindergarten through to Grade 1. In order to examine this, a group of children are followed from Kindergarten into Grade 1 where they learn to read. Phonological skills are assessed three times throughout this period. The main issue is the relative growth in phonological awareness prior to reading instruction compared with the first few months of reading instruction.
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Wesseling, R., Reitsma, p. (1998). Phonemically Aware in a Hop, Skip, and a Jump. In: Reitsma, P., Verhoeven, L. (eds) Problems and Interventions in Literacy Development. Neuropsychology and Cognition, vol 15. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-2772-3_5
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DOI: https://doi.org/10.1007/978-94-017-2772-3_5
Publisher Name: Springer, Dordrecht
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