SciELO - Scientific Electronic Library Online

vol.12 issue1The Prospective and Retrospective Memory Questionnaire's (PRMQ) translation, adaptation and preliminary validationExecutive functions in elderly: a study using WAIS-III Subtests Scale author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand




Related links



On-line version ISSN 2175-3563


CAPOVILLA, Alessandra Gotuzo Seabra; DIAS, Natália Martins  and  MONTIEL, José Maria. Development of phonological awareness components in elementary school and relationship to school performance. Psico-USF (Impr.) [online]. 2007, vol.12, n.1, pp.55-64. ISSN 2175-3563.

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

Keywords : Psychological assessment; Meta-language; Literacy; Phonology.

        · abstract in Portuguese     · text in Portuguese     · Portuguese ( pdf epdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License