Phonological awareness (PA) involves a wide range of skills; This involves being able to identify and manipulate units of language, breaking down (separating) words into syllables and phonemes, and being aware of rhymes and onset and rhyme units. An individual who knows the phonological structure of words is considered phonologically aware. A relationship formed between phonological awareness and literacy, which then resulted in phonological awareness tasks and interventions. This relationship develops particularly during early childhood and beyond (Lundberg, Olofsson & Wall 1980). The link between PA and reading also appears to be stronger during these years (Engen & Holen 2002). As a result, phonological awareness assessments are currently considered to be both a weighted and reliable predictor of a child's reading, spelling, and abilities. Four phases of reading development have been established (Ehri 1994, 1995, 1998, 1999): pre-alphabetic, partial alphabetic, full alphabetic and consolidated alphabetic. These phases led to the basic understanding of children's reading development, besides the pre-alphabetic phase, phonological awareness skills are observed throughout the phases. The pre-alphabetic phase occurs before any alphabetic knowledge where connections are made through visual cues on how to pronounce. the word and the meaning of the words. In the partial alphabetic phase, individuals pay attention to the different letters of a word in order to attempt to pronounce it. Usually the first and last letters of a word are focused on. Ehri calls this “phonetic cue reading.” '. This is a skill that, along with others, shows phonological awareness. The complete alphabetical step that a reader is capable of...... middle of paper ......ding Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: Government Printing Office. Scarborough. SH (1998). Predicting future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid naming, and IQ. Annals of Dyslexia. 48 (1), p115-136. Stuart, M., Masterson, J. and Dixon, M. (2000). Spongy acquisition of visual vocabulary in beginning readers?. Journal of Reading Research. 23 (1), p12-27.Torgesen. J, Wagner. R, Rashotte. C, Burgess. S & Hecht. S. (1997). Contributions of phonological awareness and rapid automatic naming ability to the development of word reading skills in children in second through fifth grade. Scientific studies of reading. 1 (2), 161-185.