Development of Phonological Awareness Components in Elementary School and Relationship to School Performance

Phonological awareness refers to the ability to reflect about the language phonology at the several levels of words, syllables & phonemes. Phonological awareness skills at the simpler levels foster the development of reading-spelling skills at the most elementary levels, which, in turn, foster m...

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Bibliographic Details
Published in:Psico usf 2007-01, Vol.12 (1), p.55-64
Main Authors: Capovilla, Alessandra Gotuzo Seabra, Dias, Natalia Martins, Montiel, Jose Maria
Format: Article
Language:Portuguese
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Summary:Phonological awareness refers to the ability to reflect about the language phonology at the several levels of words, syllables & phonemes. Phonological awareness skills at the simpler levels foster the development of reading-spelling skills at the most elementary levels, which, in turn, foster more advanced reading-spelling skills, & so on, in a virtuous cycle. A sample of 363 first-to fourth-grade elementary school children were individually evaluated by the Phonological Awareness Test. Results showed that total scores as well as individual scores in all the ten phonological awareness skills measured increased with school level, especially from first to third levels. School grades were positively correlated with phonological awareness scores in all school levels, but with different subtests on each level. In latter levels, school grades correlated with the most difficult phonemic subtests. Such results give support to the importance of assessing specific components of phonological awareness. Tables, Figures, References. Adapted from the source document
ISSN:1413-8271