TIMING OF LITERACY DEVELOPMENT. OTHER THEORIES maturation (Piaget): psicobiológicasinfantiles certain characteristics, need for a maturing process. Anticipation = language problems, abnormalities of understanding, character disorders and Disgraf dyslexic, and so on. Diagnosis of maturity, "Direct observation" Guidelines and watch lists already drawn up. "Diagnostic tests: he was famously BADIMALE (Drums diagnosed with reading readiness) or ABC Testa Filho. · BADIMALE (André Inizan, the creator, and Santiago Molina, the follower in Spain). - Organization perceptual-term memory, auditory and motor-Organization .- Vocabulary spatiotemporal-motor coordination and laterality. · Test ABC (Laurenco Filho) - visual-motor coordination and motor-auditory-visual and auditory-Memorizing Capability pronunciation ( attach importance to the phoneme) - Vocabulary-resistance forms of investment (p ? b). - Ability to managed care and fatigability. · Reversal Test (Ake W. Edfeldt) established in Spain by Garcia Manzano (Madrid) and Villegas Basra (Barcelona). - Auditory perception. - Handling the graphical tool. Behaviorists (Bruner, Bloom): early learning, it is necessary to reach an optimal time to start learning the lectura.Sí in the case of writing, then dissociate the two processes (that would really "wonderful" find children 18 months to personally express themselves through writing graphics with correction). Naturalists: defend the teaching and learning of literacy as needed and joy, following the model of the acquisition and development of oral language. The scientific debate continues, as the various schools based on research and practice various theories. The current school raises the freedom of action agreed. FACTORS OF THE ACQUISITION AND DEVELOPMENT OF WRITTEN LANGUAGE (ALDE) Neuropsychological: "Development and sensory perceptual acuity and visual discrimination, discrimination and phonological segmentation. -Ability to integrate different bodies involved in the cess-Laterality and cerebral dominance (left brain thinks, feels right). Guidance and structuring space and time. Language: development of oral expressive skills (mastery of pronunciation) for access to business writing. Intellectuals "Enough development of general intelligence and analytical-Proper use of cognitive processes, thought divergent-convergent (generate as many ideas as possible in response to an open question or a challenge, choose from many options to reach a conclusion) and critical thinking. Socioambientales: economic and / or stimulation in the family and social environment. They can determine the best time learning the written language and even anticipate it. Emotional: personality and emotional stability control or influence the maturation process. The ability to learn to read and write is closely related to the psychobiological characteristics of the child. Aspects to consider: 1.All the parties involved in the education of children from 0 to 6 years old (parents, educators, agencies, society) should be aware of the crucial importance of this step in further development. 2.The parents as first educators, should encourage in every way (personal and environmental) early stimulation, so playful, multisensory in all aspect.3.The teacher should "promote an environment conducive to all aspects of literacy. -Provide multiple opportunities to learn. -Promote the full range of opportunities for sensory stimulation and update, linguistic, emotional, social and intellectual. 4.The child individually at their own pace, discover who should be reading and feel the need to express in writing (a real need to respond to their interests rather than extrinsic motivations imposed by adults). Learning by discovery. 5.The teacher, when the optimal time, use an appropriate methodology for teaching reading and writing to respond to the psychology of that age. Factors pedagogical teaching literacy-Advance preparation: The learner must beyond the stage of experimental scoring enabling you to achieve flexibility and mastery of movement of joints, and mental development necessary to facilitate personal discovery of lectura.-Progression in learning: reply to the evolutionary development of niño.1.Iniciarlo responding to the facility: in activities, and materiales2.Progresar aid provided in order of increasing difficulty and decreasing aid. In the case of the letters defended the teaching-learning approaches varied: a) phonetic difficulty (Braslavsky): Start by vowels and consonants continue. b) difficulty chart (Malhauser): start with straight lines and continue along the curves. c) difficulty combined phonetic-graphic (Feldman). Combine the two. d) frequency of use or "factor productivity" (Neijs) submit to the principle points that allow a greater number of keywords (the letter "e" is the most used in our language). 3.Finalizarlo exercises that have a sufficient amount of risk, that risk is avoidable error in each of the stages (levels Levin).