Phonological awareness and phonological memory tasks are predictor factors of reading and writing abilities in first grade children

The objetive of this study was to examine the capacity of phonological processing ability (phonological awareness and phonological memory), in order to predict reading and writing abilities. 29 normal children were assessed with phonological tests at the beginning of first grade and with reading a wrting test by the end of this grade. A multiple regression analysis showed that combination of phonological awareness and phonological memory scores predicted between 16-77% the reading and writing abilities. The results suggest that the evaluation of these abilities at the beginning of first grade may be useful to predict reading and writing disabilities.