Abstract
Current research into the role of phonologic awareness in the development of reading is reviewed, with a focus on the processes of word recognition and the encoding of linguistic information in working memory. Research into these processes in normally developing children, as well as illiterate adults, deaf adults, readers of nonalphabetic languages, and individuals with severe speech impairments, is described to support the role of phonologic awareness in reading. Given the critical need for literacy development in individuals with little or no functional speech and the inherent difficulties in observing and evaluating their phonologic awareness and reading skills, implications for research are discussed.
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