Abstract
In our earlier work (Caravolas & Landerl, in press - SSR; Hulme et al., 2005), we argued that, contrary to views that phoneme awareness emerges as a consequence of letter learning, phoneme awareness is separate from but reciprocally related to letter knowledge. However, in those studies, children with phoneme awareness typically knew some alphabet letters, thus precluding strong claims about the separate ontogeny of these two skills.
In the present 3-phase study, we tested whether training awareness of phonemes would help children learn letter sounds.