The Relationship of Phoneme Awareness and Letter Knowledge in the Initial Phase of the Literacy Development
Abstract
The text aims to give a brief account if the theoretical background, design and results of selected research projects investigating the relationship of phoneme awareness and letter knowledge in the initial phase of reading and writing development. All the projects that we want to consider here originated in the course of more than three years of co-operation between Dr.
Markéta Caravolas of the University of Liverpool and Dr. Málková from the Education Faculty at Charles University, and later the Faculty of Humanities at Charles University.
Currently this line of research is continuing, above all thanks to funding from the Grant Agency of the Czech Republic. The text first offers the reader a brief overview of the theoretical background of the theme and key findings that have determined and influenced the design of published and cited studies.
Our aim is to give the reader an idea of the broader contexts and implications of the theme presented, primarily through references to relevant and associated.