Evolución de la relación entre conciencia fonológica y lenguaje escrito en niños españoles de primer curso de Educación Primaria

  1. Serrano, Francisca
  2. Defior Citoler, Sylvia Ana
  3. Jiménez Fernández, Gracia
Journal:
Iberpsicología: Revista Electrónica de la Federación española de Asociaciones de Psicología

ISSN: 1579-4113

Year of publication: 2005

Issue Title: II Congreso Hispano-Portugués de Psicología (Lisboa, 2004). Psicología educacional y del aprendizaje

Volume: 10

Issue: 3

Type: Article

More publications in: Iberpsicología: Revista Electrónica de la Federación española de Asociaciones de Psicología

Sustainable development goals

Abstract

This research studies the development of both reading and phonological awareness skills in Spanish children learning to read and spell. The main aim was to investigate reading and PA skills development in early stages of reading acquisition, that is, 1st grade of Primary Education. Letter knowledge, word and pseudoword reading and three different PA tasks (one for each PA level: syllable, rime and phoneme) were carried out in a longitudinal study. Four Test points were used during academic year (September, December, February, June). Results are discussed concerning the relevance of each level of PA in Spanish reading acquisition and development.