Oral and written language skills for reading and writing in preschool children

Abstract

Preschool children already have notions of reading and writing because they have developed oral and written language skills that relate to each other, and in turn, with the acquisition of conventional reading and writing. This review article aims to: (a) identify the relationship between oral and written language in the preschool years, and (b) Identify the specific skills of the preschool child language enabling the acquisition of conventional literacy. A search in the databases ERIC and OVID for emergent literacy, phonological awareness, vocabulary, reading, writing, and language skills preschoolers. This provided the oral-language components and semanticphonological skills that relate to the acquisition of conventional reading and writing, as well as a proposal for analysis that emphasizes the process of oral and written language skills for literacy in preschool children.