Abstract
Summary Research on the predictive power of early awareness of the sound patterns in spoken words for children's later literacy development looks increasingly likely to influence attempts to prevent reading failure. The study reported here examines the potential ‐‐ and some of the pitfalls ‐‐ of attempts to translate this research into the realities of everyday classroom practice. It provides some limited evidence for the effectiveness of phonological awareness training, and draws pointers for the messages it is important to get across when working with schools to implement classroom work in this area.
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