Evaluación de la conciencia fonológica en el incio lector

Resum

This study analyses the developnzent of assessment tools for the early identification of the possible risk of reading difficulties in preschool children. The assessment focuses on phonological awareness, a skill considered to be fundamental in beginning to read. Phonological awareness is evaluated through Word to Word Matching, Isolation of a Sound, and Invented Spelling tasks, using a sample of 214 kindergarten children. The results obtained show the existence of a significant linear connection between Phonological Awareness tasks and Reading Decoding, in particular Invented Spelling (r = .72; p = .0.1) were o f great importance for both research and reading-related educational practice.