Evidence suggests that phonic interventions delivered by trained researchers improve early reading and spelling. This study sought to explore whether school Learning Support Assistants (LSAs) can also improve performance using these methods. Four groups (each of n=27) of the poorest reading 6-year-old children in nine schools were screened and…

Background: Phonological awareness is known to be an excellent predictor of later reading acquisition. It remains unclear, however, whether phoneme manipulation alone best explains this association or whether an additional direct contribution of onset-rime awareness is predictive. This issue is explored here. Method: A longitudinal study is…