Therefore, it is essential for quality indicators in early childhood programs to recognize that oral language and vocabulary development is the foundation for all other skills critical to successful reading. Based on a massive body of research (Burgess, 2006; Lonigan, 2006), phonological awareness is a critical precursor, correlate, and predictor of children’s reading achievement.
Phonological awareness and phonemic awareness are meta-linguistic abilities (Adams, 1990).
Children must not only be able to recite and play with sound units, they must also develop an understanding that sound units map onto whole or parts of written language.
Its tie to children’s ability to decode has been clearly established.
At the same time, quality indicators would do well to recognize that phonological awareness skills are integrally connected to other important language skills which need to be strongly bolstered in these early education and care programs.