La consciencia fonológica y la adquisición de la lectoescritura

Resum

The present article reviews research work carried out on a particular aspect of phonological processing, namely phonological awareness, and its role in learning to read and write. First, the characteristics of oral and written language are introduced. This is followed by a review of studies on the use of phonological representations during the first stages of this learning process. Later, the paper analyses research�with either a correlational or an experimental design�showing the influence of phonological abilities on reading and writing performance. Research studying the relationship between deficits in phonological abilities and delays in learning to read and write are also reviewed; these studies point towards a causal relation between the two. However, some investigations support the existence of a relation from the opposite direction; that is, from reading acquisition to phonological awareness. Finally, an alternative hypothesis put forth by authors supporting a bidirectional relation is also considered. To conclude, we outline the main aspects emerging from the preceding analysis and their implications for educational practice.