Direct and Indirect Effects Between First Literacy Errors, Visual Perception, and Phonological Awareness Variables

This research is a descriptive study in the survey model to determine direct and indirect effects between visual perception, phonological awareness, literacy errors. The design of exploratory correlational design. 552 first-grade primary school students participated study. data were collected using measurement tools named word-sentence writing/spelling, reading According findings, perception affects sentence writing/spelling both directly through word-writing-reading Visual errors writing results show that development prerequisite skills are mediated by writing, reading, learning develops spiral manner. It can be said children’s reading-writing/spelling increase because they have difficulty converting from sound letter, letter sound, synthesizing analyzing according their initial level awareness development.