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However, <jats:styled-content style=\"fixed-case\">PA<\/jats:styled-content>'s own development is dependent and influenced by many extraneous variables such as auditory processing, which could ultimately impact reading outcomes. In a group of pre\u2010reading children with a family risk of dyslexia and low\u2010risk controls, this study sets out to answer questions surrounding <jats:styled-content style=\"fixed-case\">PA<\/jats:styled-content>'s relationship at various grain sizes (syllable, onset\/rime and phoneme) with measures of auditory processing (frequency modulation (<jats:styled-content style=\"fixed-case\">FM<\/jats:styled-content>) and an amplitude rise\u2010time task (<jats:styled-content style=\"fixed-case\">RT<\/jats:styled-content>)) and <jats:styled-content style=\"fixed-case\">MA<\/jats:styled-content>, independent of reading experience. Group analysis revealed significant differences between high\u2010 and low\u2010risk children on measures of <jats:styled-content style=\"fixed-case\">MA<\/jats:styled-content>, and <jats:styled-content style=\"fixed-case\">PA<\/jats:styled-content> at all grain sizes, while a trend for lower <jats:styled-content style=\"fixed-case\">RT<\/jats:styled-content> thresholds of high\u2010risk children was found compared with controls. Correlational analysis demonstrated that <jats:styled-content style=\"fixed-case\">MA<\/jats:styled-content> is related to the composite <jats:styled-content style=\"fixed-case\">PA<\/jats:styled-content> score and syllable awareness. Group differences on <jats:styled-content style=\"fixed-case\">MA<\/jats:styled-content> and <jats:styled-content style=\"fixed-case\">PA<\/jats:styled-content> were re\u2010examined including <jats:styled-content style=\"fixed-case\">PA<\/jats:styled-content> and <jats:styled-content style=\"fixed-case\">MA<\/jats:styled-content>, respectively, as control variables. Results exposed <jats:styled-content style=\"fixed-case\">PA<\/jats:styled-content> as a relevant component of <jats:styled-content style=\"fixed-case\">MA<\/jats:styled-content>, independent of reading experience.<\/jats:p>","DOI":"10.1111\/desc.12453","type":"journal-article","created":{"date-parts":[[2016,10,24]],"date-time":"2016-10-24T02:32:39Z","timestamp":1477276359000},"source":"Crossref","is-referenced-by-count":38,"title":["The influences and outcomes of phonological awareness: a study of <scp>MA<\/scp>,<scp> PA<\/scp> and auditory processing in pre\u2010readers with a family risk of dyslexia"],"prefix":"10.1111","volume":"20","author":[{"given":"Jeremy M","family":"Law","sequence":"first","affiliation":[{"name":"Parenting and Special Education Research Unit KU Leuven Belgium"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jan","family":"Wouters","sequence":"additional","affiliation":[{"name":"Laboratory for Experimental ORL KU Leuven Belgium"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Pol","family":"Ghesqui\u00e8re","sequence":"additional","affiliation":[{"name":"Parenting and Special Education Research Unit KU Leuven Belgium"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2016,10,23]]},"reference":[{"key":"e_1_2_6_2_1","doi-asserted-by":"crossref","unstructured":"Berko J.(1958).The child's learning of English morphology. 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