Cornwall, A., & MacDonald, G. (1995). The relationship between phonological awareness and reading. Journal of Learning Disabilities, 28, 523-527. Description of subjects   Twenty-four teenagers participated in a follow up study that reassessed phonological awareness, reading, and spelling abilities from a training that was studied during their kindergarten year. The mean age of the teenagers was 17 years. Description of methodology   The teenage subjects were reassessed from a previous study to determine if phonological awareness training is predictive of reading and spelling skills 11 years later.   The subjects were reassessed with the following tests: AAT, Peabody Picture Vocabulary Test-Revised, Reading subtest of the Wide Range Achievement Test-Revised, Spelling subtest of the WRAT-R, Word Attack subtest from the Woodcock Reading Mastery Tests-Revised, and Passage Comprehension subtest of the WRMT-R. Summary of findings   "Phonological awareness at age 6, in its early developmental stages, was relatively more stable over this developmental time span, as well as being more accurate in predicting reading and spelling achievement. This study provides evidence that phonological awareness at the end of kindergarten is not only more stable than word identification and spelling ability over this 11-year interval, but also is a better predictor of later word identification and spelling skills than are kindergarten levels of reading and spelling achievement" (p. 525).