Early Signs of Reading Difficulties and Phonological Awareness in Early School Age

Abstract

The skill of reading is an important indicator of mental development and one of the basic achievements in schooling. It is a complex mechanism where, although it has now been largely deciphered, researchers are still trying to delineate the factors that contribute to the development of reading skill or those that negatively affect it, leading to poor readers. Reading skill is related to decoding the text and understanding it. This chapter focuses on preschool and early school age and tries to highlight the early signs of reading deficit related to phonological awareness, aiming to raising the awareness of teachers, so that they can identify in time and contribute to early intervention in children who are at risk of developing reading difficulties. Furthermore, this chapter's purpose is to develop empathy in educators and readers by highlighting the challenges a child from preschool through adulthood faces when is at risk for a reading deficit and motivate them to promote and support early detection of such difficulties.