The main objective in this study was to explore the relationship between phonological awareness and writing development in monolingual Spanish speaking children. The main hypothesis were 1) Phonological awareness development is closely related to children’s writing development and 2) the introduction of writing stimuli in phonological awareness tasks enhances the production of more analytical responses, even in pre-literate children. Subjects were 100 Mexican kindergartners. They were given a writing task and two different deletion tasks. In both, children had to delete the first phoneme of words. In one of the tasks children were given oral stimuli, whereas in the other children were given an oral stimuli together with the corresponding written word. The first letter was then covered.
Results show that writing levels and phonological awareness correlate significantly. Also, the presence of writing significantly increases the number of correct responses.
Rowe, Deborah Wells, Laura Piestrzynski, Alexandria Ree Hadd & John W. Reiter
2024. Writing as a Path to the Alphabetic Principle: How Preschoolers Learn that their Own Writing Represents Speech. Reading Research Quarterly 59:1 ► pp. 32 ff.
Rowe, Deborah Wells, Zarabeth G. Davis & Laura Piestrzynski
2023. Adult Supports for Preschool Writers During Learning Centers. Reading Research Quarterly 58:4 ► pp. 539 ff.
Stone, Rebecca, Thomas de Hoop, Andrea Coombes & Pooja Nakamura
2020. What works to improve early grade literacy in Latin America and the Caribbean? A systematic review and meta‐analysis. Campbell Systematic Reviews 16:1
Rowe, Deborah Wells
2018. Research & Policy.
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95:4 ► pp. 229 ff.
Vernon, Sofía A.
2016. Syllabic Processes in the Initial Stages of Writing Development. In Written and Spoken Language Development across the Lifespan [Literacy Studies, 11], ► pp. 93 ff.
2013. Do young children spell words syllabically? Evidence from learners of Brazilian Portuguese. Journal of Experimental Child Psychology 116:4 ► pp. 873 ff.
Fleuret, Carole & Isabelle Montesinos-Gelet
2011. L’évolution du degré de conscience phonémique dans le développement orthographique en français langue seconde d’élèves d’origine haïtienne de la maternelle à la troisième année. Language Awareness 20:2 ► pp. 67 ff.
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