Results for both studies show that in all the tasks, the children’s level of writing explains most variance.

The main purposes of the research reported here were: () to examine the relationship between children’s level of writing and phonological awareness and (2) to consider the physical presence of writing as an important variable in phonological awareness studies. We present the results of two different studies concerning phonological awareness in Spanish-speaking kindergarteners. Study 1 comprised a blending task (not previously reported) and two different segmentation tasks, which have previously been reported in Vernon and Ferreiro (1999) and Vernon (2002). The second study deals with a letter-identification task, which has not been discussed in previous papers, and two initial phoneme deletion tasks (Vernon, Calderon, & Castro, 2004; Vernon, 2002). Results for both studies show that in all the tasks, the children’s level of writing explains most variance. The physical presence of writing is also an important variable for segmentation and deletion tasks.

Results for both studies show that in all the tasks, the children’s level of writing explains most variance.

The Effect of Writing on Phonological Awareness in Spanish