Phonological Awareness in Learning Literacy

Abstract

The present research examines accesibility to different levels of phonological awareness, and their relationship to the mastery of the alphabetic code in Spanish language. Some linguists have suggested that different phonological units exist in the Spanish language. The main objective was thus to verify whether or not such linguistic realities are psychological realities as has been found in the English language. Finding out if the subjects are able to represent these linguistic units in their memories is justified by the importance that these cognitive processes have in the acquisition of an alphabetic code. The first study aimed to discover if a sample of pre-reader subjects was able to represent certain phonological units such as syllables, intrasyllabic units (onset-rhyme) and phonemic units in their memories. The second study was designed to verify the existing relationship between different levels of phonological awareness and the mastery of the alphabetic code, measured by using grapheme-phoneme conversion rules in a pseudo-word task. The results obtained suggest that the pre-reader subjects are more sensitive to syllabic units than to intrasyllabic and phonemic units. Similarly, a greater mastery of the alphabetic code is associated with higher levels of intrasyllabic and phonemic awareness.

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