Early psycho-pedagogical intervention in phonological awareness as a metalinguistic process based on Reading, in socially challenged children between 5-6 years old

Abstract

The present paper discusses the results of a psycho-pedagogical intervention in phonological awareness on 41 pre-school children between 5-6 years who attend to a public pre-school which serves a socially challenged neighborhood in the province of Concepción - Chile. An experimental design was used to work. The phonological awareness was assessed with the Phonological Segmentation Test by Orellana and Ramaciotti (2007) which has been standardized for Chilean population. Relations between the auditory discrimination and verbal work memory were established. The results gathered in the first pre-test confirm the need for an early psycho-pedagogical intervention on the subjects of this study. A program was designed and applied to the experimental group during 15 sessions. The post-test shows positive effects on the development of the phonological awareness as well as on the verbal work memory in the experimental group.