In this study, the influence of syllabic and phonemic awareness on the initial learning of reading and writing in children in the literacy process was evaluated. The objective was to analyze how these components of Phonological Awareness can predict possible school delays. To achieve this aim, 63 students were longitudinally evaluated over the first two years of literacy. The independent variables, syllabic and phonemic awareness, were assessed at the beginning of the literacy process. Performance in reading and writing was monitored on five occasions, with a space of approximately three months between each edition. The results indicate that both syllabic awareness and phonemic awareness are statistically significant predictors of later development of reading and writing skills. The conclusion suggests that pedagogical practices in both literacy and Early Childhood Education must consider the development of phonological awareness to avoid students falling behind in school.