Abstract: The present study that conducted both cross-sectional and longitudinal studies was carried to investigate development of English phonological awareness in Chinese primary children. The results show: (1) in the beginning of the first grader, there is significant differences of accuracy among four tasks. Different units of English phonological awareness have different developmental levels, from high to low, of rhyming and end-phonemic, onset, and phonemic awareness. (2) Same different orders were lasted from first grade to fifth grade.

Key words: phonological awareness, primary schooler, short-term longitudinal study