SciELO - Scientific Electronic Library Online

vol.3 issue2The phonological, surface and deep alexias in Spanish- speaking individuals and the double route modelsText comprehension improvement from a componential perspective: the ability to identify characters, place and time author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand



Related links


Ciencias Psicológicas

On-line version ISSN 1688-4221


TRIAS, Daniel; CUADRO, Ariel  and  COSTA, Daniel. Development of phonemic awareness: Assessment of an intervention program. Cienc. Psicol. [online]. 2009, vol.3, n.2, pp.177-184. ISSN 1688-4221.

: The present longitudinal study addresses the assessment of a training program on phonemic awareness in the acquisition of written language. Fifty-one preschool children participated in this research. The participants were assigned to three different experimental conditions: phonological awareness and graphemes, phonological awareness and control group. Throughout schooling, phonological awareness, letter and word recognition and reading fluency were assessed. Initiating the first year of primary school, the participants are already familiar with the written language, they reach higher levels of phonological awareness and word recognition. Regarding the experimental condition, the group trained in phonological awareness and graphemes sustains higher levels in segmentation and word reading, although the gap is not statistically significant. Additionally, differences are not observed when considering the reading fluency in third grade. These results shall be interpreted taking into consideration the bidirectional causal relationship between phonological awareness and reading, which accelerates the development process in a transparent language such as Spanish.

Keywords : reading; phonological awareness; meta-linguistic skills; preliterate knowledge.

        · abstract in Spanish     · text in Spanish     · Spanish ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License