| Sumario: | Purpose: This study aimed to determine if phonological awareness subtest scores collected at the beginning of a phonetics course could predict proficiency in phonetic transcription at the course's conclusion. It further aimed to determine how phonological awareness tests might be used to identify students who are likely to have trouble learning phonetic transcription. Method: Students enrolled in an undergraduate university phonetics course within a communication sciences and disorders program were given three subtests from the Comprehensive Test of Phonological Processing (Wagner, Torgesen, & Rashotte, 1999) at the beginning of the course: (a) Elision, (b) Phoneme Reversal, and (c) Segmenting Words. At the end of the course, students were given a phonetic transcription test of words from the Hodson Assessment of Phonological Processes-3rd Edition (Hodson, 2004). Results: All three phonological awareness subtest scores were significantly correlated with the phonetic transcription test score. A regression analysis revealed that the Elision and Phonemic Reversal subtests were most predictive of the phonetic transcription test score. Various ways to use these scores to predict phonetic transcription abilities are explored. Conclusion: Phonological awareness is related to the learning of phonetic transcription to an extent that one may be able to predict which students are likely to have difficulty learning to transcribe words phonetically.
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