Background and Aim: phonological awareness skill is an integrated ability that is manifested in 4 skills including syllable, rhyme, and phoneme awareness and alliteration. The aim of the present study is to explore development of syllabic elision skill as an aspect of syllabic awareness.

Methods: It was a descriptive-analytic cross-sectional study. Thirty normal Persian-speaking children, 15 girls and 15 boys, were randomly selected throughout Tehran kindergartens. The participants were monolingual. Children should eliminate a syllable from any word presented, and to state the remaining section of the word. The responses were analyzed using SPSS software.

Results: Ability of 5 to 6 year-old children in eliminating a syllable in two syllabic words was significantly higher than those of three and four syllabic words and syllabic elision of three and four syllable words was significantly different (p=0.000). Two, three and four syllabic task correlations were statistically significant and the correlation between syllabic elision ability and the syllabic construct and the positioning of elision syllable was significant (p<0.05).

Conclusion: Syllabic elision skill blossoms in 5 to 6 year-old Persian-speaking children. The maximum ability of syllabic elision evolves after phonological recoding and after learning reading and writing skills. Syllabic elision ability is also influenced by the syllabic construct and the positioning of elision syllable.