Phonological knowledge is important for both word recognition skills and reading comprehension. Students who demonstrate difficulties in these areas may not automatically recognise and use frequently occurring sound patterns. This restricts the student’s ability to read words accurately and rapidly.
By the time they reach adolescence, most students have acquired sufficient phonological and phonemic knowledge to scaffold their literacy learning. Students with reading difficulties, however, may continue to present with immature phonological and phonemic skills at this age.
For these students, the focused teaching strategies provided within Phonological Knowledge - focused teaching years 3-6 can be used to support a student’s development within this area of knowledge. These focused teaching strategies are presented in a developmental sequence and are still appropriate for students within this age range.
See: Phonological knowledge - focused teaching years 3-6 (ages 9-12).