Resumo

ROAZZI, Antonio; ROAZZI, Maira M.; JUSTI, Cláudia Nascimento Guaraldo  e  JUSTI, Francis Ricardo dos Reis. The relationship between reading skills and phonological awareness: a Longitudinal study in preschool children. Estud. pesqui. psicol. [online]. 2013, vol.13, n.2, pp. 420-446. ISSN 1808-4281.

This paper presents the results of a longitudinal research on portuguese-speaking children, investigating the relationship between phonological awareness and reading acquisition. Phonological awareness was accessed on two periods of time: on the pre-school and on the end of the first year of reading education.  Phonological awareness was indexed by tasks involving fusion (phonemic and syllabic) and segmentation (phonemic and syllabic). Multiple regression analyses controlling for age and intelligence (verbal and non-verbal) indicated that only the syllabic fusion task accessed on the first year of education predicted reading. However non-parametric analyses revealed that both phonemic and syllabic fusion tasks accessed on pre-school predicted reading one year later. The nature of phonological awareness tasks and its relations with reading acquisition were discussed.

Palavras-chave : Phonological awareness; Reading; Merger and phonemic segmentation / syllabic.

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