Este estudio examina la importancia del conocimiento fonológico (sílaba, principio-rima, fonema) y el conocimiento de las letras en la predicción del rendimiento temprano en lectura y escritura. Participaron 28 niños de 5 años (3° infantil) y 20 niños de 6 años (1° primaria) de lengua española. Todos los niños eran prelectores en el momento de la primera medida. Se tomaron medidas de conocimiento fonológico, conocimiento de letras, lectura y escritura de palabras, a lo largo de un año. Las tareas de comparación de sílaba, comparación de principio-rima, y el conocimiento de letras fueron las que mejor predijeron el rendimiento en lectura y escritura un año después. Las implicaciones educativas para la enseñanza de la lectura y la escritura son discutidas.
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