Abstract
Causal model of the reading learning. Sequencial relation between awareness phonological and reading. Ibis study claim to empirically prove a causal model of reading learning, in that the sequence and reciprocal relation is emphasized between the phonological development, measured in terms of phonological awareness, and the reading learning. The 175 studied subject, with and without phonological development problems and the ages between the six and seven years old, they sended EGB in different schools and the literacy zone of the Malaga. The sequence-mixed design permitted to study of the subject of the six and seven years old until that them catched to eight vears old. The statistic treatment was the rout analysis, following the Lisrel program. The results confirm the interactive hyphotesis. The proved models was a good adjustment to the empiric dates. So, the sequence and reciprocal relation between the phonological awareness and the reading has been proved and the seven years old has been finded how the ages very important in this relation.
