The Nature of Phonological Awareness: Converging Evidence From Four Studies of Preschool and Early Grade School Children.

TLDR

Significant controversy exists about the nature of phonological awareness, a causal variable in reading acquisition. Four longitudinal studies involving 202 5‑to‑6‑year‑olds, 123 2‑to‑5‑year‑olds, 38 4‑year‑olds, and 826 4‑to‑7‑year‑olds examined the relationship between rhyme sensitivity and other phonological awareness skills. Rhyme sensitivity is indistinguishable from phonemic, segmental, and global phonological sensitivity in younger children, becomes distinguishable yet highly correlated in older children, predicts these other skills, and indicates a single underlying phonological awareness ability.

Abstract

Significant controversy exists about the nature of phonological awareness, a causal variable in reading acquisition. In 4 studies that included 202 5- to 6-year-old children studied longitudinally for 3 years, 123 2- to 5-year-old children, 38 4-year-old children studied longitudinally for 2 years, and 826 4- to 7-year-old children, the authors examined the relation of sensitivity to rhyme with other forms of phonological awareness. Rhyme sensitivity was indistinguishable from phonemic awareness, segmental awareness, and global phonological sensitivity in younger children. Rhyme sensitivity was distinguishable, although highly correlated, with these phonological skills in older children. Rhyme sensitivity was highly predictive of these other phonological skills. Children’s sensitivity to different linguistic units seems best conceptualized as a single underlying ability.