The role of word's syllable count in learning to read: pre-schoolers awareness of morphology

To ascertain the role of words'' syllable count in phonological awareness of children، a sample of 80 male and female Faarsee speaking preschoolers with the average age of 5. 5 years was selected and then tested on phonological awareness using a test constructed for this purpose. Data analyses revealed the syllable count and gender had a significant effect on syllable awareness، with girls out-performing the boys in both two- and three-syllable words. Findings indicate that preschoolers need to become more phonologically aware prior to entering school if reading problems are to be avoided farther along.