En este trabajo se investigó si los mecanismos encargados de transformar los grafemas en fonemas son los mismos que transforman los fonemas en grafemas, que funcionan en ambas direcciones o si por el contrario se trata de mecanismos independientes. Para ello se presentó una lista de 40 pseudopalabras para su lectura y escritura a 104 niños de los primeros niveles de escolaridad. Los datos obtenidos parecen indicar que se trata de procesos distintos, ya que no existe concordancia entre las respuestas obtenidas en una y otra tarea. Niños que transformaban correctamente determinados grafemas en fonemas fallaban al convertir esos mismos fonenas en grafemas, y viceversa. Estos resultados podrían tener importantes implicaciones en el aprendizaje de la lectura y la escritura.
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