The relationship between phonological awareness and writing

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.