摘要：Phonological awareness and teaching methods implemented in the classroom can influence the development of early
reading skills. Specifically, this paper aims at identifying which specific linguistic factors influence reading skills and
how the context of classroom instruction can affect this learning process. Data have been collected from a sample
composed of children belonging to the last year of Childhood Education of two different schools in Seville (State
and Private schools) following a quantitative and qualitative methodology. On the one hand, tests related to the
students' level of phonological awareness, speed naming and reading comprehension were carried out. On the other
hand, interviews and observations to the teachers were conducted in order to get a deeper understanding of their
teaching methods, activities and resources used inside the classroom. Results confirm that phonological awareness,
letter and pseudo-word reading are strong predictors of word reading. Furthermore, students with a higher level of
phonological awareness and reading have received formal instruction through a mixed teaching method combining
the phonic and global method. It is evident that these students present a more advanced level of automation. In
conclusion, this specific mixed teaching method undoubtedly favours children's reading development.
