The purpose of this study was to experimently examine phonological awareness, word recognition, and reading accuracy in school age reading disability child(N= 23) and chronological age(CA) controls(N= 28), and examine contributing factors to word recognition The results confirmed the findings of previous studies of a deficit in phoneme awareness in reading disability children. At both age levels, reading disability children performed more poorly than their CA controls. In general, definite evidence of a deficit in word recognition existed However, at younger age level, phonological awareness is highly related to word recognition. Furthermore, deficit in phoneme awareness contributed independent variation to word recognition in children with reading disabilities. In other words, the literacy skill relied more heavily on phonological coding skills. This study suggested that variation in phoneme awareness is also important for word recognition. Therefore, we need to train phoneme awareness skill to school aged children intensively, systematically to improve their phonological awareness ability.