One of the most important achievements of research on reading within the last 10 years has been the demonstration that facility in processing the phonological features of language is strongly related to the acquisition of beginning reading skills (Liberman, 1987). Phonological processing can be broadly defined as one’s use of phonological information (the sounds of one’s language) in processing oral and written language (Wagner & Torgesen, 1987). Research has focused on three major types of phonological processing: phonological awareness, phonological coding in working memory, and phonological recoding in the context of lexical access.