This project was conducted to determine whether
training in phonological awareness leads to
significant improvements in letter-sound
correspondence knowledge. Subjects included 46
junior kindergarten students from low socio-
economic status schools in Sudbury, Ontario, Canada.
Subjects were screened using the PPVT-III (Peabody
Picture Vocabulary Test-III) and a letter name
knowledge test. Subjects were assigned to one of
three treatment groups: phonological awareness,
letter-sound correspondence knowledge, or
combination (phonological awareness and letter-sound
correspondence), or...