ABSTRACT
In this chapter an examination of phonics and an evaluation of phonic schemes follows. After this, phonological training schemes are examined. These include training in phoneme awareness and phoneme segmentation. These subskills of the literacy processes are considered by some to be the precursors of literacy development. However, they might as easily be regarded as the result of developing literacy skills. Ehri (1979, 1984) for example showed that the improvement in phonological awareness on which the acquisition of alphabet reading is based is itself a consequence of learning how sound segments in words are spelled conventionally.
