The text aims to give a brief account if the theoretical background, design and results of selected research projects investigating the relationship of phoneme awareness and letter knowledge in the initial phase of reading and writing development All the projects that we want to consider here originated in the course of more than three years of co-operation between Dr. Markéta Caravolas of the University of Liverpool and Dr. Málková from the Education Faculty at Charles University, and later the Faculty of Humanities at Charles University. Currently this line of research is continuing, above all thanks to funding from the Grant Agency of the Czech Republic.
The text first offers the reader a brief overview of the theoretical background of the theme and key findings that have determined and influenced the design of published and cited studies. Our aim is to give the reader an idea of the broader contexts and implications of the theme presented, primarily through references to relevant and associated literature from international publications. We devote the most attention to a study by Castles and Coltheart of 2004, which provided the im-pulse for our own series of experiments and research plan.
The main section of the text is an over-view of the results of the basic study in our research plan: the work of Hulme, Caravols, Málková, Bridgestocke published in 2005 and above all the as yet unpublished results of a pilot study of the relationship between phoneme awareness (specifically the isolation of initial consonant) and letters knowledge in the initial phase of the development of literacy. (Málková, et al. 2008).
The final part of the text is devoted to dis-cussion of the course and results of the basic and pilot studies and information on the new design and procedures of the research project that we are currently conducting on the theme.