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This study aims to identify the contribution of Piagetian logic operations (seriation, classification and class inclusion), phonological awareness and knowledge of letters for learning to read. A longitudinal study was carried out, from the final year of Pre-School to the 2nd year of schooling, together with a sample of 116 children, divided into two groups: those who completed 6 years until September 15 of the year of enrollment and the who completed them after that date. In terms of word recognition, in the 1st year, serialization is the best predictor, but in the 2nd year, the best predictors were phonological awareness and knowledge of letters. In reading comprehension seriation and classification were the best predictors. There were no differences in reading performance according to age, which does not confirm the hypothesis of advanced immaturity by many teachers. [ABSTRACT FROM AUTHOR]

Recent research has given relevance to the role of phonological awareness and the knowledge of letters in preschool. Research on the role of logical thinking (logical operations) and studies with this integration are rare. The logical operations (Seriation, Classification and Classes' Inclusion), phonological awareness and the knowledge of letters are important in preschool, but there are no studies that address these predictors simultaneously. This study aims to analyze the relationship between logical operations, phonological awareness and letter knowledge of children who are attending pre-school education, taking into account the children's age and gender and parent's qualifications. The sample consisted of 116 children attending three schools. The results of this study show that there are no significant differences on the child's gender. Regarding age, there were statistically significant differences between the older and the younger kids in Piagetian tasks seriation and classification. As for the educational qualifications of parents, there were significant differences, so that children with better performance were the ones of parents with higher education. There are significant positive correlations between the logical operations, phonological awareness and letter knowledge. [ABSTRACT FROM AUTHOR]