Questions people ask about the role of phonological processes in learning to read

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How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children (2017, background): “Phonological awareness is important for reading development across English (e.g. Shankweiler & Fowler, 2004) and Chinese language (e.g. Chow, McBride-Chang, & Burgess, 2005; McBride-Chang & Ho, 2000). unlike English, Chinese has a simple syllable structure.”
The cognitive foundations of learning to read: a framework for preventing and remediating reading difficulties (2019, background): “Children who experience ongoing difficulties in analyzing spoken words into their constituent phonemic elements will not be able to fully grasp the alphabetic principle and discover spelling-to-sound relationships (Shankweiler & Fowler, 2004).”
On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. (2008, background): “…I. Y. Liberman, Shankweiler, & Liberman, 1989; K. Lukatela et al., 1995; Morais, Alegria, & Content, 1987; Perfetti, Beck, Bell, & Hughes, 1987; Shankweiler & Fowler, 2004) and on the architecture and transparency of that specific script (e.g., Burgess & Lonigan, 1998; K. Lukatela et al.,…”