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Book Review: Cognitive Neuropsychology and Neurolinguistics

produce a spurious understanding of both phonological awareness and its relationship to alphabetic litteracy. Only through the diversity of current research endeavours have we begun to understand, for instance, the potential importance of subsyllabic onset and rime sensitivity to the reading process, and to consider seriously the possible mediation of the association between phonological awareness and reading by other cognitive skills. Only by understanding the factors influencing phonological awareness and the strength of its association with reading are we likely to comprehend fully either process. As Treiman points out, “phonological awareness is not a single homogeneous entity . . . the term phonological awareness refers to the awareness of any of the phonological units of spoken language. Languages contain several kinds of phonological units, including syllables, intrasyllabic units, phonemes, and phones”. Any attempt to limit the definition of phonological awareness to one or other unit will be arbitrary at best. The same is true of attempts to limit the definition by restricting the type of mental operation that must be performed on a phonological unit in order that the task be deemed to measure phonological awareness. Phonological awareness in reading has several irritating features, suggestive of hasty preparation. There is no subject or author index, and there is a relatively high rate of printing errors. Nevertheless, the consistently high standard of the component chapters strongly commends this volume to those with a specific interest in the association between phonological awareness and reading.