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Phonological awareness: necessary but not sufficient


Fielding-Barnsley, RO and Hay, I and Ashman, A, Phonological awareness: necessary but not sufficient, Making Meaning: Creating Connections that Value Diversity, 23-25th September 2005, Brisbane, Australia, pp. 1-6. ISBN 0 646 00349 6 (2005) [Refereed Conference Paper]

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Approaches to teaching reading to children who have literacy difficulties have often been summarised as a choice between either a whole language or a decoding approach. It is maintained in this paper that this either or notion has failed to acknowledge that reading is a dynamic process where the elements of language, thinking (metacognition), and phonological skills form an interactive relationship and any weakness in one of these elements inhibits the child’s reading development. This position paper explores the three elements, the implications for classroom practice when the focus is on a combination of the three elements, and outlines possible direction for future research.

Item Details

Item Type:Refereed Conference Paper
Keywords:phonology, phonological awareness, reading development, language, metacognition,
Research Division:Education
Research Group:Specialist studies in education
Research Field:Special education and disability
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Fielding-Barnsley, RO (Associate Professor Ruth Fielding-Barnsley)
UTAS Author:Hay, I (Professor Ian Hay)
ID Code:61679
Year Published:2005
Deposited By:Education
Deposited On:2010-03-04
Last Modified:2014-11-25
Downloads:3 View Download Statistics

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