Four elementary school children who had previously failed in the acquisition of reading and spelling were included in a teaching program designed to establish phonological awareness. Tasks required the identification of rhymes and alliteration, and syllabic and phonemic analysis and synthesis. All participants scored low on the pre-tests for assessment of phonological awareness, but were successful in completing the program and scored high on the post-test assessment. Reading and spelling acquisition showed a clear acceleration after the development of phonological awareness; the effects were reliably replicated among the four students. These results confirm previous findings on the relation between phonological awareness and reading and writing acquisition. Considering the participants' repertoires, after the long and unsuccessful initial exposure to teaching procedures, the present results, along with the conclusions of recent intervention studies, strongly suggest the relevance of teaching strategies to promote phonological awareness, either before or simultaneously with teaching reading and writing. This is especially important for students at risk of reading failure, the largest contingent of students who need special teaching procedures.
phonological awareness; reading; writing; school failure; special education
