Phonological awareness

Phonological awareness is the ability to notice and manipulate sound structures in spoken language, from whole words and syllables to individual phonemes.

Phonological units: The sound-sized units of spoken language, including words, syllables, onset-rime units, and phonemes. These are the levels of spoken sound structure that awareness can target.
Rhyming: The correspondence of sound patterns, especially from the final stressed vowel onward, across words. Recognizing rhyme tests sensitivity to larger sound patterns without requiring phoneme analysis.
Reading acquisition: The process by which learners develop the ability to read written language. Awareness of spoken sound structure supports learning how letters represent speech.
Phonics: Reading instruction that teaches relationships between written letters and speech sounds. Unlike phonological awareness, phonics explicitly involves written symbols.
Isabelle Liberman: An American psychologist whose research helped establish the role of speech-sound awareness in reading acquisition. Her work examined how children become aware of phonemes and syllables.
Syllable: A unit of spoken language organized around a vowel sound, with optional consonants around it. Syllable awareness is often an early, accessible level of sound analysis.
Syllable segmentation: The division of a spoken word into its constituent syllables. It tests whether a speaker can identify syllables as separate sound units.
Alphabetic principle: The insight that letters or letter groups represent the phonemes of spoken language. Phoneme awareness helps learners understand what alphabetic writing encodes.
Phonological awareness versus phonemic awareness: The distinction between awareness of sound units at multiple levels and awareness specifically of individual phonemes. This distinction clarifies that phonemic awareness is only one part of the broader construct.
Donald Shankweiler: An American psychologist who studied the relationship between speech processing and reading difficulties. His research connected phonological processing with the development of reading.

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