Phonologically-motivated literacy disabilities in Year Five students in the province of Granada (Spain)

Tomás Sola Martínez, Francisco Javier Hinojo Lucena y María Pilar Cáceres Reche


This paper is part of the results found during a research project carried out during the academic year 2007-2008 in a number of schools in the periphery of Granada (Spain). The paper describes the relationship between phonological competence and literacy in Year-Five children.We found that phonological competence to be a determining factor in the development of literacy skills and further academic performance, as well as the consideration of writing skills as a key element in the analyzed features: phonemegrapheme conversion, arbitrary spelling, orthographic rules, accent rules, capitalization, punctuation, and others.

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