Facilitators of the learning process of writing in early ages

Abstract

The study of learning to write in the early ages has been the subject of much research in recent years. We now know that in the languages of alphabetic writing like ours, learning to write requires both alphabetical knowledge and the awareness of the phonological structure of speech, with the development of spoken language a necessary skill for language learning written. However, few studies have been conducted in order to understand the linkages between these skills and the initial learning to write. The purpose of this study was to examine whether programs that integrate the promotion of oral language along with the development of phonological processing skills and knowledge alphabetical effectiveness of the learning process of writing is favored. A quasi-experimental comparison group design with pretest and posttest measures was used. The study involved 403 students from different public and private schools aged between 5 and 6 years. The results weigh the potential value of the program and support the development of teaching models that provide access to the alphabetic knowledge from new educational perspectives on learning that facilitates writing system.