En este trabajo presentamos dos estudios que se ocupan de las concepciones tempranas de niños prelectores acerca del lenguaje escrito. El primer estudio aborda las siguientes cuestiones a) qué saben los prelectores acerca del lenguaje escrito, y b) cómo se estructura este conocimiento. Para ello evaluamos los conocimientos acerca de aspectos funcionales, convencionales y estructurales del lenguaje escrito que tienen 438 prelectores, y realizamos un análisis de components principales que arroja tres componentes básicos: un factor que refleja la habilidad para identificar las unidades del lenguaje escrito (letra, palabra, frase), un factor relativo al concepto y funciones del lenguaje escrito, y, por último, un factor centrado en el grafismo. En el segundo estudio nos planteamos cómo mejorar el conocimiento de los aspectosfuncionales, convencionales y estructurales sobre el lenguaje escrito desde la escuela. En consecuencia, mostramos un programa de intervención educativa implementado en contextos escolares que facilitó la adquisición de conocimientos acerca de las unidades del lenguaje escrito en el grupo entrenado.
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