Abstract

FELD, Víctor. Phonological Skills, their Organization, Neurophysiology and their Application in Education. Pensam. psicol. [online]. 2014, vol.12, n.1, pp.71-82. ISSN 1657-8961.

For some authors phonological awareness is a prerequisite for reading, that has to be understood as a conscious activity that involves the activation of a set of skills that integrate higher brain functions, such as praxis, gnosis and language, and whose organization defines new neurophysiological components of reading acquisition, particularly, the phonemic stereotypes. The skill of reading, particularly, the early recognition of graphics and spelling is acquired through childhood in the interaction with the environment, especially, through recreational activities, as well as through biological maturation. This is why, both writing and reading require an accurate phonemic ear (brain mechanism that supports the development of phonological skills), so to identify the lexical units of language, allowing the comparison of the orthographic form of a written word (sequence of letters in an engram) with its mental representation. Once the word is recognized there is access to the semantic system, its sense and its corresponding articulatory production. For this reason, the best name for this phenomenon is that of phonological skills, because the processes involving reading are simultaneous and multiple and depend on the knowledge and development that the reader has acquired in this learning process.

Keywords : Phonological awareness; skills; learning; education.

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