Phonological Awareness Enhancement Skills in Learning to Write at an Early Age

Studies conducted in recent years have shown that phonological awareness is one of the most robust predictors of literacy development and that limitations in its development directly impact access to written language learning. However, it is striking that, alongside this knowledge, no studies have focused on analyzing how its development can be enhanced to further facilitate the learning of writing, a domain in which many schoolchildren still have serious difficulties. The objective of this study focused on understanding which variables facilitate the development of phonological awareness and identifying how its mastery impacts initial learning of the written code. A quasi-experimental design was used, comparing groups with pre-test and post-test measures. The study included 435 students between the ages of 5 and 7. The results indicate that the development of certain skills, such as verbal expression and comprehension, visual memory, auditory discrimination, and processing speed, contributes to the mastery of phonological awareness and, in turn, promotes better writing skills, suggesting its integration into classroom practices.