PHONOLOGICAL AWARENESS AND ITS RELATIONSHIP WITH DICTATED WRITING

Abstract

Phonological awareness has been extensively studied in relation to reading acquisition; however, its impact on dictated writing has received less attention. This article reviews the theoretical framework supporting the relationship between phonological awareness and dictated writing, highlighting the underlying neurological processes, the levels of phonological awareness, and their development. Cuetos’ (2009) writing pathways are presented along with their application in primary education, emphasizing the importance of phonemic awareness in writing acquisition. Finally, the implications of these findings for educational practice and the design of pedagogical strategies aimed at strengthening phonological awareness in early schooling are discussed.