Learning how to write and phonological awareness at an early age

Abstract

INTRODUCTION. In recent years many papers have been written and aimed at finding out what facilitates the acquisition of the written language at an early age. It is now known that phonological awareness is a necessary skill when learning how to read. Similarly, empirical evidence exists in regards to the influence that phonological awareness has on learning how to write. However, considerably less research has been carried out aimed specifically at analysing the relationship between these two factors . Studies that aim at establishing the relationships existing between these two skills are few and far between. This study has two objectives; firstly to analyse the relationships arising between learning the writing system and the phonological skills, regarding the way in which each of these influences the aforementioned learning process; secondly, this study seeks to identify the relationships existing between the tasks of phonological awareness and the different stages in the language construction process at an early age. METHOD. We have used a correlational-predictive design which has allowed us to establish the relationships found between the variables studied, as well as to clarify the factors which explain the learning of the writing system. A total of 166 pupils between the ages of 4 and 6 years of age from both State and subsidized schools took part in the study. RESULTS. The results show significant relationships between the skills which facilitate access to phonological awareness and to learning how to write process, although they are not all of equal importance. DISCUSSION. Syllabic awareness and becoming aware of phonemes are the factors which most influence the process of learning how to write at an early age.