Abstract
Workshopto a theme Assessing the Relationship of Phonological Awareness and Letter Knowledge - "training studies". Within a research on literacy development.
The relationship of phonological awareness and letter knowledge - key component skills for a literacy development - is a interesting and still ongoing question of in current literature. In our earlier work (Caravolas & Landerl, in press ; Hulme et al., 2005), we argued that, contrary to views that phoneme awareness emerges as a consequence of letter learning (Castles and -Coltheart 2004) , phoneme awareness is separate from but reciprocally related to letter knowledge.
However, in those studies, children with phoneme awareness typically knew some alphabet letters, thus precluding strong claims about the separate ontogeny of these two skills. In later studies (to be presented in during the workshop) we tested whether training awareness of phonemes would help children learn letter sounds.
The purpose of this training is briefly describe core theoretical background of "training studies" assessing relationship of phonological awareness and letter knowledge (via current and also contrasting literature) and describe in a detail procedures and steps to be followed for a successful realization of this kind of studies.