found: Work cat: Children's reading and the development of phonological awareness, 1988:p. 11 (Rhymes, nursery rhymes, and reading in early childhood / Morag Maclean, Peter Bryant, and Lynette Bradley. ... Recent work on children's reading has scored some notable successes. One is the clear demonstration of a powerful connection between phonological awareness and learning to read. There is ample evidence that the more sensitive a child is to the component sounds in words the more likely he or she is to read well, and it is reasonably certain that the relationship is a causal one for two reasons. First, measures of phonological awareness taken before children learn to read are quite strongly related to their eventual success in reading, even when other relevant variables such as IQ have been controlled. Second, training in phonological awareness, to some extent, improves children's reading levels)
found: Phonological awareness -- Dyslexia help at the University of Michigan, via WWW, Dec. 14, 2018(What is phonological awareness? When it comes to reading, you've probably heard of phonological awareness. Phonological awareness is a meta-cognitive skill (i.e., an awareness/ability to think about one's own thinking) for the sound structures of language. Phonological awareness allows one to attend to, discriminate, remember, and manipulate sounds at the sentence, word, syllable, and phoneme (sound) level)
found: Beyond the journal : young children on the web, Jan. 2009:p. 1 (Phonological awareness is sensitivity to the sound structure of language. It demands the ability to turn one's attention to sounds in spoken language while temporarily shifting away from its meaning. When asked if the word caterpillar is longer than the word train, a child who answers that the word caterpillar is longer is demonstrating the ability to separate words from their meanings. A child who says the word train is longer has not separated the two; a train is obviously much longer than a caterpillar! Children who can detect and manipulate sounds in speech are phonologically aware)
found: Topics in early childhood special education, May 2008:p. 3 (Successful phonological awareness instruction with preschool children: lessons from the classroom / Beth M. Phillips, Jeanine Clancy-Menchetti, Christopher J. Lonigan. ... Phonological awareness is the ability to detect and manipulate the sound structure of words independent of their meaning. It is an increasingly sophisticated capability that is highly predictive of, and causally related to, children's later ability to read)
found: Phonological awareness : language and literacy in the foundation stage, [2008?]:p. 1 (The development of phonological awareness is an essential pre-requisite of both reading and writing. The starting point is oral language. Developing young children's awareness of words, syllables, rhymes and phonemes significantly increases their later success in learning to read and write. Initial emphasis is on developing attention and listening skills to provide the foundation for all phonological awareness. This involves training in listening, recalling and sequencing. Children need to develop both auditory and visual discrimination to enable them to link sounds and letters at a later stage)
