Phonological awareness (PA) and alphabet knowledge (AK) are two of the strongest predictors of reading acquisition, and evidence shows that many New Zealand children are entering school with low levels of emergent literacy (EL) skills. The current research showed that four-year-old children identified as having low levels of EL, who participated in an evidence-based 10-week intervention using games and books, made significant gains in PA and AK in comparison to a control group. The children were assessed pre-intervention and post-intervention using the Phonological Awareness Literacy Screening PreK and it was found that the PA and AK intervention used in this research was effective in significantly raising the levels of upper-case letter naming, letter-sound awareness and beginning sound awareness.

语音意识（PA）和字母知识（AK）是阅读能力最强的两个预测指标，证据表明，许多新西兰儿童入学时的识字（EL）技能水平较低。当前的研究表明，与对照组相比，被确定为具有低水平EL的四岁儿童参加了以证据为基础的10周游戏和书籍干预，PA和AK显着增加。使用语音意识素养筛查PreK对儿童进行干预前和干预后评估，发现本研究中使用的PA和AK干预有效提高了大写字母命名，字母发音意识的水平并开始提高声音意识。