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

Authors

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

Abstract

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.

Citación recomendada | Recommended citation

Martínez, T. S., & Hinojo Lucena y María Pilar Cáceres Reche, F. J. (2010) . Phonologically-motivated literacy disabilities in Year Five students in the province of Granada (Spain). Revista Española de Pedagogía, 68(246). https://www.revistadepedagogia.org/rep/vol68/iss246/9

Licencia Creative Commons | Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License