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Intrinsic Phonological Awareness

In a a study of 38 preschool children (3 and 4 years old) a set of phonological awareness tasks were assessed three times over the course of a year. The tasks used were rhyme and alliteration matching tasks with distractor items that were either semantically or phonologically related to the target. In both tasks, the children found the distractors matched for phonological similarity more difficult to reject than the semantically related distractors or the unrelated distractors.