Resumo

SASTRE-GOMEZ, Luz Viviana; CELIS-LEAL, Nancy Mireya; TORRE, Juan David Roa-De la  e  LUENGAS-MONROY, Christian Felipe. Phonological Awareness in Educational and Therapeutic Contexts: Effects on Learning to Read. educ.educ. [online]. 2017, vol.20, n.2, pp.175-190. ISSN 0123-1294.  https://doi.org/10.5294/edu.2017.20.2.1.

Learning to read implies the prior development of a series of skills that allow children to build and gain abilities in different dimensions that contribute towards progress in their cognitive processes. One of these skills is phonological awareness, which is a particularly relevant variable as far as the reader’s development is concerned. The efficiency of this mechanism is related directly to success in becoming literate. The difficulties in learning to read, and in reading itself, have been associated historically with a deficit in the phonological component of language. This article shows the different ways in which educational and therapeutic contexts have helped to generate facilitating strategies that influence the normal development of pre-reading skills and those for becoming literate.

Palavras-chave : Phonological awareness; teaching reading and writing; school education; special education; speech therapy.

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