Abstract

The present study aims to contribute to identify a model for the variables that compose the emergent literacy construct and their relations. We examined emergent literacy skills in 628 children (mean age 5.5) and we used exploratory and confirmatory factor analyses to address questions about the nature of emergent literacy skills and their possible relations or independence. The Exploratory Factor Analysis (EFA) and the Confirmatory Factor Analysis (CFA) carried out on emergent literacy variables showed four factorial dimensions Phonological Factor; Textual Competence Factor; Orthographic Factor, Cognitive-linguistic Factor. The four factors are significantly correlated, except for phonological and orthographic factors.