The foundation literacy skills of children from differing socio-economic ba
ckgrounds were investigated in a cross-sectional study. The children were a
ged between 4 and 8 rears and attended Nursery or Primary 1,2 or 3 classes.
Low socioeconomic status (SES) was associated with impairments for chronol
ogical age in letter knowledge as well as in both logographic and alphabeti
c foundation components. There was also an effect on metaphonological skill
. However, once the SES groups were equated for reading age, high and low S
ES performance was indistinguishable. The results suggest that delayed acqu
isition of foundation Literacy skills is traceable to a delay in acquiring
letter-sound knowledge. Implications for intervention are discussed in the
context of the foundation literacy framework.