This paper reports two studies of young English-speaking children's ability to cope with changes to the metrical stress pattern of spoken words and the relationship between this ability, phonological awareness and early reading development. Initially, 39 children aged 4 and 5 years were assessed on their ability to identify mispronounced words,…

Considers the nature of joint (parent-child) pre-school activities in the home, and their potential to contribute to the development of early reading skills. Assesses children on various aspects of phonological awareness, and their receptive vocabulary and short-term memory. Finds that children who engaged in a variety of pre-school, parent-child…