Educators are always looking for valid and reliable predictors of educational achievement. One reason why educators are so interested in phonemic awareness is that research indicates that it is the best predictor of the ease of early reading acquisition (Stanovich, 1993-94), better even than IQ, vocabulary, and listening comprehension.
Phonological awareness is not only correlated with learning to read, but research indicates a stronger statement is true: phonological awareness appears to play a causal role in reading acquisition. Phonological awareness is a foundational ability underlying the learning of spelling-sound correspondences (Stanovich, 1993-94). Although phonological awareness appears to be a necessary condition for learning to read (children who do not develop phonological awareness do not go on to learn how to read), it is not a sufficient condition. Adams (1990) reviews the research that suggests that it is critical for children to be able to link phoneme awareness to a knowledge of letters.
Once beginning readers have some awareness of phonemes and their corresponding graphic representations, research has indicated that further reading instruction heightens their awareness of language, assisting then in developing the later stages of phonemic awareness mentioned above. Phonemic awareness is both a prerequisite for and a consequence of learning to read (Yopp, 1992). Instruments to test for a child's phonemic awareness tend to be short, easy to administer, reliable, and valid. Stanovich also provides a quick (7-minute) and easy-to-administer phonological awareness test in an article in which he discusses his career as a researcher.
by : Roger Sensenbaugh