Language play and learning of written language

This study aimed to design an intervention programme using language play for preschoolers and to assess its impact on the conceptualization of writing through phonemic awareness tasks, rhyme, letter knowledge and writing. We used a quasi-experimental design with a pre-test/post-test control group. The sample included 47 children between the ages of 5 and 6 years old, 23 in the intervention group and 24 in the control group. The activities for the intervention programme incorporated language play in learning situations from children's literature texts. The results indicate a positive impact of the programme: the intervention group had progress on tasks of phonological awareness and letter knowledge. This development was particularly important in children of lower initial performance, who managed to achieve similar levels of performance as the rest of the group during the post-test.