PURPOSE: to analyze the influence of the phonological awareness on preschool children writing. METHODS: a randomized comparison study in which 57 children were evaluated in two aspects, namely: the level of phonological awareness (through CONFIAS protocol of phonological awareness) and the level of writing (through word dictation). They were split, randomly, in two different groups: the intervention group (30 children) and the control group (27 children). The age group was from 5 years and 1 month to 6 years and 6 months old. In the intervention group a schedule of 10 play sessions was set up based on phonological awareness activities. Meanwhile, the other group did not have any special activities. Thereafter, all subjects were again assessed with the same tests. RESULTS: in the initial evaluation, 92.6% and 93.4% of the children in the control group and intervention group, respectively, were in the pre-syllabic writing level. Both groups had similar scores in the phonological awareness test, 26 points in the control group and 24 in the intervention group. Although, in the final evaluation 36.7% of the subjects on the intervention group achieved the syllabic level of writing and 10% reached the syllabic-alphabetical level of writing (P<0.0001); against, just 14.8% and 3.7%, respectively, on the control group (P=0.056). As long as the phonological awareness is concerned the children on the intervention group had an even more dramatic progress, they went from 24 points in the first evaluation to 37 points in the final (P<0.0001). Meanwhile, the subjects in the control group went from 26 to 28 points in the final evaluation. CONCLUSION: the phonological awareness practice interfered in the writing level development.
Language Arts; Conscience; Learning
