ABSTRACT
The early chapters in this volume suggest that there are a number of interesting and important questions remaining about phonological awareness, per se, and its relationship to reading acquisition. In addition to those questions, Susan Brady has shown that there are at least as many puzzles to solve about the relationships among different kinds of phonological processing skills. At the heart of these questions, for me, is the need to better understand the nature of the deficit, or deficits, which seem to place such severe constraints on many children's ability to acquire efficient word identification skills in reading.
