ABSTRACT
To better understand the relationship between phonological awareness and reading, we need to know more about each of these processes (e.g., Bertelson, 1986). To understand reading, for example, we must tease apart its various components. In so doing, we may find that phonological awareness is more closely related to some aspects of reading—such as the ability to decipher unknown words—than to other aspects—such as the recognition of familiar words (e.g., Baron & Treiman, 1980). We also need to disentangle the components of phonological awareness. It is this latter point on which we focus here.
