Lyn Layton, a teacher of pupils with Specific Learning Difficulties (dyslexia), and Karen Deeny, a speech/language therapist, are currently researching the phonological awareness of pre‐readers. They consider how initial teacher training might include more attention to the skills which underpin reading and spelling, with a view to giving appropriate support to pupils with literacy difficulties. They argue that, thus prepared, primary teachers will be better placed to prevent such difficulties and to enhance written language skills in all children.