Skills that require the manipulation of sounds that make up words are
closely associated with the process of learning to read. This study in
volved an experimental analysis of the relations among phonological ma
nipulation skills. Several of these skills were taught to 35 Head Star
t preschool children (M age = 5.2 years), and the degree to which lear
ning 1 of these skills resulted in improved skill performance and acce
lerated learning of a 2nd skill was investigated. Instruction produced
robust gains in skill performance and generalization of skills to nov
el instances. Posttest scores and data on students' efficiency of lear
ning, however, offered no evidence of transfer across phonological man
ipulation skills. These results imply that the class of phonological m
anipulation skills does not have a simple structure and suggest that t
ask and subject characteristics must be considered in predicting trans
fer among such skills.