read may help to develop phoneme awareness. Perhaps most importantly, she has taken the position that educational practice should be consistent with the "common-sense" consequences of the relation between reading and phoneme awareness, a position that has profound consequences for methods of reading instruction, preschool screening, intervention, and remediation (see, for example, Liberman, 1982). It is a well-accepted fact that considerations about the development of phoneme awareness have both theoretical and practical consequences; Isabelle Liberman has led us to both realizations.
This chapter was prepared with the support of NICHD grant HDO1884 to Haskins Laboratories and is dedicated to Isabelle Liberman, who introduced me to the topic of phonological awareness and convinced me of its pivotal role in reading. I thank Bernard Tranel for his helpful comments about secret languages.
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