Haskins Publications

Number	1215
Year	2000
Drawer	23
Entry Date	08/28/2001
Authors	Gipstein, M., Brady, S.A. & Fowler, A.E.
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Publication	In Badain, N.A. (ed.) Prediction and Prevention of Reading Failure. pp.177-216. Baltimore, Maryland, York Press Inc.
url	http://www.haskins.yale.edu/Reprints/HL1215.pdf
Abstract	[Introduction] It is now abundantly clear that skilled reading entails, among other things, explicit awareness of the phonemic structure of words (for reviews, see Adams 1990; Blachman 1997; Brady and Shankweiler 1991; Liberman, Shankweiler, and Liberman 1989; Wagner and Torgensen 1987). Awareness of phonemes as discrete entities is not typically achieved until school age and is often triggered by reading instruction itself. However, just as reading entails phoneme awareness, so phoneme awareness, in turn, may depend on a more general phonological sensitivity: a growing appreciation of the sound structure of language that develops throughout the preschool years, including the ability to isolate ore identify words, syllables, and rhyming pairs (e.g., Liberman et al. 1974). Indeed, the extent to which general phonological awareness is attained is a strong predictor of how well a child will do a acquiring phoneme awareness and at learning to read. (See Bowey and Francis [1999] for an insightful summary and review of much of the relevant evidence.)
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