Tomar conciencia de la estructura fonológica de la sílaba, aún sólo una pequeña parte y uno de los más bajos escalones del proceso lectoescrito, parece ser decisivo para no tropezar en él en los primeros pasos de la lectoescritura, como se expone en esta investigación.
Este trabajo se basa en los modelos interactivos de lectura y se centra en el desarrollo de los procesos ascendentes, concretamente en el desarrollo de la conciencia fonológica (C. F.). La intervención llevada a cabo en el grupo experimental mejora la C. F. a nivel de sílaba, que es la unidad subléxica de análisis y síntesis del lenguaje oral que requiere menor nivel de abstracción. A tal efecto se elaboró una secuencia de tareas sin apoyo de textos escritos y se aplicó a alumnos/as de primer curso de preescolar, que no habían iniciado el aprendizaje de la lectura. Los resultados en C. F. posteriores son significativamente superiores en el grupo experimental, y se observa también una transferencia moderada a tareas de C. F. a nivel de fonemas.
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