The <i>mental attention</i> in learning to read
The main goal of this study was to set up relations between the phonological awareness, the logical math knowledge and the “mental attention”. All these three concepts are related with learning to read. 48 pre readers' students who attended the second pre school year were randomly distributed in three groups: the first group was trained in phonological awareness, the second was trained in logical-mathematical knowledge and the third did not receive any experimental treatment. Results suggest that phonological awareness facilities learning to read; training programs in logical-mathematical knowledge could increase learning of the phonological awareness; and “mental attention” may predict reading acquisition.
0535: Reading instruction