Previous studies demonstrate that phoneme awareness training, particularly when combined with letter–sound teaching, results in improved reading and spelling development. This study builds upon those findings by including children learning English as a second language, who have typically been excluded from previous studies.
Stuart, M. (1999). Getting ready for reading: early phoneme awareness and phonics teaching improves reading and spelling in inner–city second language learners. British Journal of Educational Psychology, 69, 587-605.