Abstract
Phonologic awareness, understood as the ability to consciouly synthesize and analyze the audible segments of language, has been recognized in the last decades as the best predictor of an uneventful reading learning process. This ability that starts early in the preschool years with the recognition of rhymes, allows the manipulation of audible segments of increasing complexity, finally reaching the phoneme. Various Neuropsychologic studies have shown a close relation between defective phonologic awareness and reading learning disabilities. Neurophysiologic evaluations in dyslexics have shown functional differences in brain areas related to language, as compared to normal subjects. Genetic studies in dyslexics with impaired phonologic awareness have shown abnormalities in chromosomes 6 and 3. Phonologic awareness intervention is proposed as a preventive measure in preschool children and as a therapeutic instrument in older children and adults. These findings shed doubt on the present definitions and clasifications of learning disabilities as presented in DSM IV and ICD 10.
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