Abstract
Metaphonological sensitivity to the component sounds of spoken words has been shown to develop in conjunction with alphabetic literacy. It is generally presumed that skilled readers possess and display a high degree of phonemic awareness. Data are presented that challenge this claim and indicate that many mature readers are unexpectedly inaccurate on phonemic awareness tasks. Alternative hypotheses about the nature and development of phonemic sensitivity in children and adults are considered. Implications for teacher training are also discussed.
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