DESARROLLO DE LA CONCIENCIA FONÉMICA: EVALUACIÓN DE UN PROGRAMA DE INTERVENCIÓN DEVELOPMENT OF PHONEMIC AWARENESS: ASSESSMENT OF AN INTERVENTION PROGRAM

The present longitudinal study addresses the assessment of a training program on phonemic awareness in the acquisition of written language. F ifty-one preschool children participated in this re search. The participants were assigned to three different experimental conditions: phonological awareness and graphemes, phonological awareness and control group . Throughout schooling, phonological awareness, letter and word recognition and reading fl uency were assessed. Initiating the fi rst year of primary school, the participants are already familiar with the written language, they reach higher levels of phonological awareness and word recognition. Regarding the exper imental condition, the group trained in phonologica l awareness and graphemes sustains higher levels in segmentation and word reading, although the gap is not statistically signifi cant. Additionally, differences are not observed when considering the reading fl uency in third grade. These results shall be inte rpreted taking into consideration the bidirectional causal relationship between phonological awareness and reading, which accelerates the development process in a transparent language such as Spanish.