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

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