La Adquisición de Conocimiento Ortográfico en Ni？os de 1er a 3er A？o de Educación Básica

orthographic knowledge acquisition in argentine children from the 1st to 3rtl grade of primary school was explored. the relationship between phonological and orthographic knowledge was also analyzed. two written test were administered: one presented stimuli with different phonological complexity, and in the other the children had to write words of different orthographic complexity, including context-independent consistent correspondences, consistent context dependent and inconsistent correspondences. the results showed that context-independent consistent correspondences were the best written in the three grades, followed by dominant inconsistent correspondences, context dependent, and no dominant inconsistent correspondences. higher grade children performed better than lower grade children.