This investigative study wanted to determinate the relationship between the phonological awareness and the reading–writing process in 3th grade students from an EBP school in Sincelejo. The used instruments were the Prueba de Procesamiento Fonológico to seize the phonological awareness and the PROLEC and PROESC batteries, to measure the reading–writing process. The chosen sample were 55 students (ages 8–10) who were the result of previous assessments on hearing, visual and cognitive competences. The data processing
