It has been suggested that a knowledge of rhyme facilitates learning to read by making children more "phonologically aware". Two groups of thirty children each are randomly selected from a population of four-year-olds. The experimental group is trained to make rhyme judgements on spoken material while the control group is read stories. Five years later the two groups are tested on reading ability (it was not possible to trace six members of the experimental group and one member of the control group). The test used gives a score between zero and eight; this is the number of questions answered in 6 minutes.