Development of Literacy and Phonological Awareness-Preliminary Study for Differential Evaluation of Reading Problems

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A 3-year study was conducted on 196 Japanese children (pre-school through Grade 2) to find the relationship between reading and various abilities to exploit early identification and intervention program. The results show statistically significant correlations between reading. comprehension and phonological awareness. In this study we employed deletion, reversal, and repetition of words and non-words as phonological awareness tasks. It is suggested that reading development can be facilitated by the development of phonological awareness manifested in the quicker and internalized phonological processing as well as richer receptive vocabulary. It is also found that the poor readers acquire basic reading skills along with phonological awareness 1 to 2 year behind the good and normal readers. The error patterns of nonsense word repetitions were characterized by transposing or substituting the moras or consonants, not the vowels alone. This might indicate the robustness of Japanese vowels in CV structures. Considering all the results observed in this study, the phonological tasks used here can be useful measurements to detect reading problems at the very early stage of reading.