Abstract
Numerous studies have documented a relationship between phonological awareness and reading achievement. Despite this work, phonological awareness and its development are not well understood. This chapter examines phonological awareness, first by considering how it has been measured, and then, by studying factors related to performance on a frequently used measure of phonological awareness. A review of the literature showed that numerous tasks have been used to measure children’s awareness of phonemes. These can be divided into phoneme segmentation, phoneme blending, and sound comparison tasks. It is proposed that performance on phoneme segmentation and phoneme blending tasks is heavily influenced by experience with an alphabetic writing system. An investigation of a commonly used sound comparison task, the oddity task, suggested that performance on this task was dependent in part on chidren’s perceptual and memory abilities.
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