Relaţia de cauzalitate reciprocă între conştiinţa fonologică, procesarea fonologică şi învăţarea citirii şi scrierii
Relaţia de cauzalitate reciprocă între conştiinţa fonologică, procesarea fonologică şi învăţarea citirii şi scrierii

Summary/Abstract: The present study (The reciprocal causality relation marking phonological awareness, phonological processing and the acquisition of reading and writing skills) offers an analysis of the psychological and pedagogical premises in acquiring reading and writing skills on the basis of the results of research studies pertaining to the following: the role of phonological awareness and that of phonological processing in acquiring lexical competence; the hypothesis that there is a reciprocal causality relation between phonological awareness and learning writing skills; dysfunctions in the treatment of linguistic data; the impact that lexical age might have on dyslexic versus regular readers; effective pedagogical actions for learning reading skills. To illustrate the role played by phonological awareness and by phonological processing in fostering the pre-acquisition of the linguistic skills necessary for reading and writing, the case study of a pre-school child and the results of the NEPSY investigation are presented.

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