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.
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.