EM Taylor (TES, August 30) writes: “We never ask pupils how many phonemes there are in given words because this is not a skill which is part of the reading process”. She then goes on to say that “the UCL Phonological Assessment Battery soon to be published with norms by the National Foundation for Educational Research does not have any tests of the nature described”. John Simpkin , however, states that he has found the skill “the most effective method . . . to teach spelling”.
I agree with this statement, and if there are any readers searching for tests of phonographic awareness, they may like to know that the THRASS assessment book has no less than 15 such tests.
PATRICIA T MAGUIRE 130 Taybridge Road, London SW1
