The first element of the reading process is phonological awareness, which is an auditory skill that requires children to analyses the sound of language into component sounds, before they begin the process of reading at the printed level (Matheson, 2005, p.22; Scull & Raban, 2016, p.153). For example, producing and identifying rhymes (such as how ‘mat’ rhymes with ‘sat’), isolating and segmenting letters and syllables (such as ‘n’ from ‘nose’), blending syllables, and exchanging sounds to make new combinations (such as ‘M” from ‘mean being replaced with ‘b’ to make what?) (Fellowes & Oakley, 2014, p.209; Matheson, 2005, p.22). In addition, linking greatly to oral language, phonological awareness supports the fact that children who perceive speech
