Research done over the past thirty years has revealed close links between metaphonological skills and writing acquisition. To understand how these two processes develop, we examined metaphonological skill variables among young children learning how to write. The variable of repeating words versus repeating logatoms allowed us to test the impact of repeating phenomes in both a lexical (word repetition) and non-lexical context (logatoms repetition). The variable of lip reading, which has not been studied much, was also tested. The task of repeating words and logatoms took place under two conditions: an “audio-visual” condition, in which the children hear the words and logatoms and see the experimenter’s face at the same time on a television screen, and an “audio-oral” condition in which children do the same exercise without the support of the television image. Children with vision problems did the repetition test under the second condition. The results tend to show the relevance of making a distinction between words and logatoms, but suggest that the audio-visual variable has little influence.