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Abstract
This study investigates the hypothesis that the child's initial level of linguistic awareness affects the way in which s/he subsequently learns to read and write. Tests of linguistic awareness were administered to 81 first‐grade students from a school located in an urban fringe area of Rome with post‐assessment after the first year of instruction. Significant relationships emerged across classrooms between initial levels of linguistic awareness and end‐of‐year performance, as well as with home educational factors, The discussion touches on these factors and it concludes with comments on and implications for Italian early childhood education.