The majority of research on the relationship between phonological awareness and written language focuses on demonstrating the influence of the former on the latter. However, the aim of this study is to analyse the effects of an Early Years written language programme on phonological awareness. The sample comprises 56 Spanish children aged 5-7 who are at risk of developing learning disabilities. A mixed design was used, with four assessments and three intervention stages, two study variables (syllable and phoneme awareness) and two groups (instructed and uninstructed). The results show that instructed groups achieved better scores for phonological awareness in all the assessments. The findings corroborate the short and medium-term efficacy of systemic and structured intervention in reading and writing with regard to the acquisition of phonological awareness among young Spanish children at risk of developing learning disabilities.