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The aim of this article is to describe the phonological awareness in the pre school and primary school children as a “Zone of proximal development” ‐in Vitgotskian sense‐ for the conventional learning of reading. Cognitive processes that form phonological awareness have the highest common variability with initial learning and they are determinant of success or failure in reading. Several researches show that children have better performance in reading according to the way they are taught.

LA CONCIENCIA FONOLOGICA COMO UNA ZONA DE DESARROLLO PROXIMO PARA EL APRENDIZAJE INICIAL DE LA LECTURA