Abstract
This chapter deals with a particular aspect of the relationship between writing and cognition. The main issue that concerns the author research programme is whether writing makes a special contribution to phonological awareness. This contribution is examined in two different ways: first, by examining the relationship between the development of children's knowledge of a particular script (Spanish) and their phonological awareness; second, by considering the physical presence of writing as an important variable in phonological awareness studies. The hypotheses that have guided the research are that: (1) writing development interacts strongly with phonological awareness; (2) phonological awareness develops, and its development is related strongly with writing development, and (3) the physical presence of writing enables a more analytical analysis of words and thus contributes to a better performance in phonological awareness tasks. Results for these studies show that in all the tasks, the children's level of writing explains most variance. Keywords: phonological awareness; phonological differences; Spanish; writing
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