Relation of phonological awareness to reading disability in children and adults.

Abstract

Research has shown that for young children, success at learning to read is related to the extent to which they are aware of the phonological structure of spoken language. We determined that this relation is also evident in older children (third graders) and in adults who have had considerable reading instruction. Differences in phonological awareness, measured on three tasks, accounted for much of the variance between good readers and poor readers at both age levels. In contrast, no correspondence was found between reading ability and performance on a nonspeech task.

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