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

Raúl Gutiérrez-Fresneda – Universidad de Alicante, España

Raúl Gutiérrez-Fresneda, 2017: "Efectos de la comunicación dialógica y la conciencia fonológica en el aprendizaje inicial de la escritura de palabras en español", Onomázein 37, 170-187.
DOI: 10.7764/onomazein.37.10

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.