Teaching relations between written units and speech sounds, including their use in decoding and spelling. The actual mappings, practice and integration with text reading define the intervention.
The proposal that phonological work benefits reading most when linked to reading instruction. A matched-group intervention found greater reading progress for integrated work, even though phonology-only work particularly improved phonological tasks.[ref]
Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis by Peter J. Hatcher and others. Child Development 65, 41–57; matched groups of seven-year-old poor readers, reading/phonology/combined/control conditions
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