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Related Experiment Video

Updated: Jul 10, 2026

Interaction between Phonological and Semantic Processes in Visual Word Recognition using Electrophysiology

Interaction between Phonological and Semantic Processes in Visual Word Recognition using Electrophysiology

Published on: June 29, 2021

[Working memory, phonological awareness and spelling hypothesis].

Gigiane Gindri¹, Márcia Keske-Soares, Helena Bolli Mota

¹Universidade Federal de Santa Maria, Brazil. fga.gigi@terra.com.br

Pro-Fono : Revista De Atualizacao Cientifica

|October 16, 2007

Summary

Working memory and phonological awareness are linked to spelling development in children. These cognitive skills, along with age and schooling, influence a child's writing hypothesis.

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Area of Science:

Cognitive Psychology
Developmental Psychology
Educational Psychology

Context:

Working memory and phonological awareness are crucial for early literacy development.
Understanding these relationships informs educational interventions for preschool and first-grade children.

Purpose:

To investigate the interrelation between working memory, phonological awareness, and spelling hypothesis in preschoolers and first graders.
To examine how these cognitive abilities and chronological age influence literacy acquisition.

Summary:

Ninety children (40 preschoolers, 50 first graders) were assessed on working memory (phonological loop), phonological awareness (syllabic and phonemic), and writing hypothesis.
Results indicated that working memory and phonological awareness performance increased with age and schooling.
Preschoolers predominantly showed pre-syllabic writing, while first graders exhibited alphabetic writing hypotheses.

Impact:

Findings confirm the interconnectedness of working memory, phonological awareness, and spelling development.
This research highlights the importance of age and educational level in shaping literacy skills.
Results provide valuable insights for educators and psychologists supporting early literacy acquisition.