ISSN : 1229-0718
The purpose of this study is to investigate how the effects of phonological awareness, reading abilities on children's early writing abilities would change over a testing period of five months Twenty-nine 6-year old children(19 boys) were tested for phonological awareness, word reading and writing abilities. The results indicate that in Time 1, phonological awareness and word reading were in significant correlation with writing abilities and that the total writing score is most affected by nonsense word reading, followed by phonemic deletion. In Time 2, it was found that phonological awareness was in significant correlation with writing abilities and that the total writing score is most affected by syllable counting. nonsense word reading. The total writing score obtained in Time 2 is most affected by nonsense word reading
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