Children from low socioeconomic backgrounds are at increased risk of reading problems. Phonological awareness consistently emerges as a critical literacy skill for children. This study attempts to fill a research gap by studying the effects of the acquisition of phonological awareness skills on decreasing the reading achievement gap between children of different socioeconomic background levels. The study documents the implications of findings with regard to prevention and identification of children at- risk for reading difficulties, as well as planning and implementing early literacy intervention for children from disadvantaged backgrounds.
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