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Dyslexia is a specific neurobiological learning disorder that significantly affects reading and phonological development in childhood. Early identification of this condition is crucial to prevent academic and emotional delays. The present study aimed to evaluate the level of phonological awareness development in first, second, and third grade students of Basic General Education by administering the Phonological Awareness Assessment Test (PECFO). The research was based on a quantitative, descriptive, and cross-sectional approach. One hundred and one children between the ages of 5 and 7, attending a public school in the Pujilí canton (Ecuador), participated. The PECFO allowed for the analysis of two fundamental dimensions: syllabic awareness and phonemic awareness, through specific tasks such as segmentation, identification, omission, and inversion of syllables and phonemes. The results showed that, while syllable segmentation is largely acquired by age 5, more complex skills such as final syllable identification, syllable omission, and phonemic awareness presented high levels of difficulty, even among 7-year-old students. The conclusion is that there are significant weaknesses in advanced phonological processing, which could indicate a risk of future reading difficulties. The use of the PECFO (phonological awareness assessment test) has been validated as an effective tool for early detection, generating useful data for planning specific pedagogical strategies aimed at strengthening literacy in the early years of school.

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Assessment of Dyslexia in Primary School Children Using Technological Tools: A Focus on Phonological Awareness and the Use of Digital PECFO

  • 会议论文

  • 发表日期：

    2026年

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  • Jhoana Avila,
  • Mariana Murillo,
  • Yolanda Defaz,
  • Luigi O. Freire

摘要

Dyslexia is a specific neurobiological learning disorder that significantly affects reading and phonological development in childhood. Early identification of this condition is crucial to prevent academic and emotional delays. The present study aimed to evaluate the level of phonological awareness development in first, second, and third grade students of Basic General Education by administering the Phonological Awareness Assessment Test (PECFO). The research was based on a quantitative, descriptive, and cross-sectional approach. One hundred and one children between the ages of 5 and 7, attending a public school in the Pujilí canton (Ecuador), participated. The PECFO allowed for the analysis of two fundamental dimensions: syllabic awareness and phonemic awareness, through specific tasks such as segmentation, identification, omission, and inversion of syllables and phonemes. The results showed that, while syllable segmentation is largely acquired by age 5, more complex skills such as final syllable identification, syllable omission, and phonemic awareness presented high levels of difficulty, even among 7-year-old students. The conclusion is that there are significant weaknesses in advanced phonological processing, which could indicate a risk of future reading difficulties. The use of the PECFO (phonological awareness assessment test) has been validated as an effective tool for early detection, generating useful data for planning specific pedagogical strategies aimed at strengthening literacy in the early years of school.