Phonological awareness: psychopedagogical intervention to support its development ina child at risk of learning difficulties

Abstract

In this work, the effects of a psycho-pedagogical intervention in a child who presents a degree of severe affectation in the development of his phonological awareness were analyzed, since there are studies that show that the training and the explicit and systematic instruction of the letter-sound correspondence It can help to minimize the risk of school failure in the first years of school. The research was developed under the single case study method. The evidence suggests that after the intervention the study subject obtained better results in their metalinguistic ability, particularly in phoneme discrimination, syllable segmentation, phoneme identification, repetition of pseudowords, repetition of digits, and verbal fluency.