In this paper we consider the nature and consequences of the development of phonological
skills in children. We begin with evidence for developmental refinements in phonological …

Despite the wealth of literature available on the subject of dyslexia, there is little that
explores the subject beyond a single theoretical framework. The need for a comprehensive …

We present the results of a short-term longitudinal study. Children in the early stages of
learning to read (5 and 6 year olds) were administered three different tasks (deletion, oddity …

This article presents a longitudinal study of the early literacy development of 47 children with
speech difficulties from ages 4 to 7 years. Of these children, 19 with specific speech …

Background: We evaluate the effectiveness of three theoretically motivated programmes for
the teaching of reading to four‐year‐old children. Method: Four hundred and ten children, of …

We present a longitudinal study of children in the first 2 years of learning to read. A battery of
tests of phonological skills administered when the children were prereaders identified two …

While the critical importance of phonological awareness (segmental phonology) to reading
ability is well established, the potential role of prosody (suprasegmental phonology) in …

ABSTRACTS Children (ranging in age from 5 ½ to 9 ½ years) were given four tests of
phonological skill. The relationships between these measures and their predictive …

This study examined the relation between working memory, phonological awareness, and
word reading efficiency in fourth‐grade children with dyslexia. To test whether the relation …

We present a longitudinal study of children in the first two years of learning to read. A battery
of tests of phonological skills administered when the children were prereaders identified two …