Metaphonological competence in preschool, basic and secondary educatio

Some recognitions and challenges

Abstract

The article aims to reflect on the promotion of metaphonological competence in pre-school, basic and secondary education. More specifically, based on a review of the theoretical literature and empirical studies, the aim is to identify the knowledge already achieved about this competence and show how to achieve the challenge of developing it among students at different levels of education. Therefore, the article will begin by explaining the concepts related to metaphonological competence (namely phonological sensitivity, phonological awareness and explicit phonological knowledge) and will continue with the illustration of the importance of this competence in the training of students and the explanation of principles that will facilitate their development at different educational stages. Before the final considerations, an example of a didactic sequence is also presented, which is constructed according to previously proposed principles and aims to promote students' metaphonological competence.