ABSTRACT
Current models of reading development emphasise segmental phonological awareness as the basis for success in reading and spelling development. This chapter explores the possibility that suprasegmental phonology may have a contribution to make in explaining both the origins of segmental phonological awareness in beginning readers, but also polysyllabic word reading in more experienced readers. The chapter reviews the evidence suggesting a link between decoding skills and sensitivity to aspects of speech rhythm. These accounts build to a model, which explains the possible contribution of speech rhythm to reading development.
