The Importance of Phonological Awareness in Learning Disabilities’ Prevention: Perspectives of Pre-School and Primary Teachers

There is robust empirical evidence regarding predictors of success in reading and writing. However, pre-school primary teachers are not always aware this often do know how to apply it practice. Considering the importance role these early school years preventing learning difficulties, essential study teachers’ attitudes, knowledge, strategies for improving educational processes toward successful development literacy skills. Particularly, recognizing impact phonological awareness on skills, has two main research questions: What attribute promotion awareness? Which promoting they their professional practice? This qualitative includes individual interviews with 10 teachers, seeking understand perspective each participant about awareness, its importance, implementation Data were collected a context great adversity (e.g., child maltreatment, life stress). The results reveal that both recognized relevance among other pre-academic Regarding activities implement, perspective, playfulness seems better result stimulate specific skill. Preschool tend focus dynamics promote syllabic, intrasyllabic phonemic awareness. Despite gaps first graders, seem prioritize consolidate skill, privileging fluency comprehension processes. collaborative work between professionals was highlighted as very important optimize stimulation well facing difficulties find context. discussed considering difficulties’ prevention contexts multiple vulnerabilities.