Effect of phonological awareness training on the development of preschool children's writing skills

Phonological awareness has been pointed out as one of the most important variables in the development of reading and writing. The present study investigated the effects of phonological awareness training in the development of kindergarten's writing skills. The training was applied to 20 kindergartens, which were allocated to 2 experimental groups and 1 control group. In one experimental group training was developed through a computer program, and in another experimental group training was developed through the use of cards. Statistical analysis and measures of effect size (d) demonstrated the training efficacy in writing development. This efficacy was independent of the training method (computer or cards). These results suggest the need of developing phonological awareness skills in kindergartens.