ABSTRACT
As Johnson and Phillips (1999) note, research has consistently indicated the importance of phonological awareness as a prerequisite for reading acquisition. In addition, interventions focusing on phonics are the most successful when they relate directly to the reading process. This chapter aims to summarise and discuss an evaluation study of three published schemes designed to promote phonological awareness through a structured, multisensory approach against the author's understanding of the national literacy curriculum context within which individual programmes or strategies have to operate.
