The objective of this study was to assess the impact of a training programme, designed to make preschool-age children's invented spelling evolve, on their phonemic awareness. The participants were 90 children who were divided into 3 experimental and 3 control groups based on the nature of their invented spelling. Children's phonemic skills were evaluated in a pre-test and a post-test. In between the experimental groups underwent the training program. The experimental groups achieved greater progress in the phonemic tests than the control groups. The training's impact on those tests differed depending on the level of the children's invented spelling.

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S The objective of this study was to identify causal relationships between the development of phonological abilities and progress in knowledge about writing in preschool children. The study looked at 71 preschool‐aged children, who were divided into three groups and whose writing was governed by presyllabic criteria. The children in the first group were subjected to an experimental intervention that focused on writing and was intended to lead them to evolve in such a way as to produce syllabic writing. The second group was the object of phonological training aimed at syllabic units. The third set of children served as a control group. All three groups were at equivalent intellectual levels and were familiar with a similar number of letters. The two experimental intervention programs also proved equivEl alent in terms of the conceptual evolution they triggered, to the extent that the children in both experimental groups started writing in accordance with syllabic criteria; the writing of the children in the control group continued to be guided by presyllabic criteria. In phonological tests the children in the two experimental groups achieved results that revealed a similar degree of progress (greater than that attained by the control group children) in the initialsyllable deletion and the initial‐phoneme classification tests. The second experimental group displayed more statistically significant advances in the initial‐phoneme deletion test than either of the other two groups. El objetivo de este estudio fue identificar las relaciones causales entre el desarrollo de las habilidades fonológicas y el progreso de los conocimientos sobre la escritura en niños pre‐silábicos. El estudio examinó a 71 niños en edad pre‐escolar que fueron divididos en tres grupos y cuya escritura estaba gobernada por criterios pre‐silábicos. Los niños del primer grupo estuvieron expuestos a una intervención experimental que se centró en la escritura y tuvo como propósito guiarlos hacia la producción de escritura silábica. El segundo grupo recibió entrenamiento fonológico centrado en las unidades silábicas. El tercer grupo de niños funcionó como grupo de control. Los tres grupos tenían niveles intelectuales equivalentes y estaban familiarizados con una cantidad similar de letras. Los dos programas experimentales de intervención también resultaron equivalentes en términos de la evolución conceptual que promovieron, al punto de que los niños de ambos grupos experimentales comenzaron a escribir de acuerdo a criterios silábicos; la escritura de los niños del grupo de control continuó guiada por criterios pre‐silábicos. En las pruebas fonológicas, los niños de ambos grupos experimentales lograron resultados que revelaron un cierto grado de progreso (mayor que el alcanzado por los niños del grupo de control) en la omisión de sílaba inicial y en la clasificación de fonema inicial. El segundo grupo experimental mostró progresos estadísticamente más significativos en la prueba de omisión de fonema inicial que los otros dos grupos. Ziel diese...

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Following several studies on the relationship between phonological awareness, children's knowledge of letter names and their understanding of the alphabetic code, we pose the hypothesis that children's knowledge of letter names may contribute to their analysis of the oral segments of words, thereby enabling them to produce writing in which some of the sounds are represented by appropriate letters. The participants were 80-syllabic 5-year-old kindergarten children, who were assigned to 2 experimental and 2 control groups and submitted to phonological and letter knowledge tests. We asked the children in the experimental groups to write a set of words in which either the initial sound (Exp.G. 1) or the middle sound (Exp.G. 2) coincided with the name of a letter known by the child; the children in the control groups were asked to write a set of control words. The results show that the introduction of facilitating words prompts syllabic children to produce writing in which some of the sounds are represented by appropriate letters; Exp.G. 1 gave better results than Exp.G. 2. Finally, there is a positive relationship between the results achieved by children in phonological and letter name tests and the number ofsounds they write phonetically.