The relationship between phonological awareness and writing in Spanish-speaking kindergartners

Authors: Vernon, Sofía A.¹; Calderón, Gabriela²; Castro, Luis²

Source: Written Language & Literacy, Volume 7, Number 1, 2004 , pp. 101-118(18)

Publisher: John Benjamins Publishing Company

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Abstract:

The main objective in this study was to explore the relationship between phonological awareness (PA) and writing development in monolingual Spanish speaking children, and the contribution that the presence or absence of written stimuli may have in phonological awareness tasks. Another objective was to examine incorrect responses in the PA task given to the children in order to gain some insight about the way PA develops. Hypothesis were; 1) Phonological awareness development is closely related to children's writing development, 2) the introduction of written 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 segment 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 the types of responses produced in the phonological awareness task correlate significantly. Also, the presence of writing significantly increases the number of correct responses.

Document Type: Research article

DOI: http://dx.doi.org/10.1075/wll.7.1.09ver

Affiliations: 1: Universidad Autónoma de Querétaro, Facultad de Psicología, Querétaro, México 2: Universidad Nacional Autónoma de México, Facultad de Psicología

Publication date: 2004-01-01