Domínguez, C. , Ortiz, R. , Estévez, A. & Hernández, J. A.
Universidad de La Laguna
Phonological awareness (PA), alphabetic knowledge (AK) and naming speed (NS) are significant reading predictors in most alphabetic languages. Furthermore, some studies show that also perceptive skills may play an important role in reading learning. Validation of early predictors requires the evaluation before and after formal reading learning and most research do not meet this requirement. The objective of this study was to examine the predictive value of visual and auditory perceptual skills on reading performance at the end of the reading learning period, when phonological awareness, speed of naming and letter knowledge are developed. In a sample of 148 children, a longitudinal design with two moments of measurement was used. First, in the third year of preschool and second, 18 months later, at the end of second course of primary education. We performed a dominance analysis and the results showed that auditory linguistic perceptive skills (speech perception) and naming speed of pre-readers had been able to explain 40% efficiency of word reading at the end of the formal period of reading learning in Spanish. Since speech perception can be measured well before the beginning of reading learning, it is proposed as an early important predictor of the outcome learning to read.