Effects of dialogic communication and phonological awareness in the initial learning of word writing in Spanish

Abstract

Learning writing is one of the leaders of educational research by relevance posing in the

literacy process. As a result of studies it is now known that the alphabetic writing languages

as spanish, learning of writing depends on the acquisition of spoken language as well as

awareness of the phonological structure of speech. This is a necessary but not sufficient,

since besides be established an appropriate relationship between phonemes and graphemes

that represent them because success in learning this skill involves writing. The purpose of

this study was to analyze whether the use of programs that integrate dynamic of dialogic

communication with the development of phonological awareness skills learning of writing in

the early ages is favored. a quasi-experimental design compared between groups with pretest

posttest measures and was employed. Participants 448 students aged between 5 and 6 years.

The results weigh the potential value of the instruction and support the development of teaching

models that integrate phonological awareness with dialogic communication practices

in classroom dynamics