ABSTRACT
Research evidence from a variety of disciplines provides unequivocal support for the critical role of phonological processes in learning to read (Adams, 1990; Blachman, 1997a; Brady & Shankweiler, 1991; Goswami & Bryant, 1990; Rieben & Perfetti, 1991; Shankweiler & I. Y. Liberman, 1989; Share, 1995; Shaywitz, 1996; Stanovich, 1988, 1992; Wagner & Torgesen, 1987). One area of phonological processing, phonological awareness, has been systematically studied for almost 30 years and has gained particular prominence because of its unique contribution to successful reading acquisition and its part in reading failure (see Blachman 1994a, 1997b, for reviews). Whatis phonological awareness and what role does it play in learning to read? The purpose of this chapter is to address these questions.
