Abstract

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.

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