Abstract
A follow-up of a study evaluating a program to teach young children about phonemic structure is reported. In the original study (Byrne & Fielding-Barnsley, 1991 a), preschoolers were trained with the program for 12 weeks and gained in phonemic awareness and knowledge of the alphabetic principle as compared with a control group. The children were retested at the end of kindergarten on phonemic awareness, word identification, decoding, and spelling. Children who entered school with advanced levels of phonemic awareness scored significantly higher on each of the measures. Alphabetic knowledge predicted literacy development, but phonemic awareness accounted for significant additional variance in decoding and spelling. Verbal intelligence did not influence reading and spelling performance
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