“…Examinations of language and literacy profiles of grade one Spanish-speaking children from low-income families reveal they have lower scores in vocabulary, language comprehension, phonological awareness, letter-name knowledge, and lettersound correspondences than children from middle class families (Borzone et al, 2005;Filippetti, 2012;Mancilla-Martinez & Lesaux, 2011. Three comparative studies conducted in Argentina show that children from homes with low socioeconomic levels display lower scores than children from homes with middle socioeconomic levels in all phonological awareness skills assessed in kindergarten and grade one: initial sound identification, initial sound isolation and phoneme elision (Diuk, Borzone & Ledesma, 2010;Canales & Porta, 2016, 2018. Because linguistic abilities at school entry are highly related to later academic competencies (Suárez-Coalla, García de Castro & Cuetos, 2013;Bowyer-Crane, Fricke, Schaefer, Lervag & Hulme, 2017;Gutiérrez-Fresneda, Vicente-Yagüe & Alarcón, 2020), weak phonological awareness in kindergarten may explain, at least in part, Argentinean children's struggles in the primary grades.…”