purpose: to analyze children's representation of nasalization in spelling and the effect of their metalinguistic skills on such representation. methods: 2nd-5th graders were given tasks in order to evaluate phonological skills (alliteration, phoneme deletion and spoonerism), morphological awareness and their spelling, in particular, their understanding of the different ways regarding nasal sounds' representation and their usage contexts. results: it was relatively easy for children to represent nasal cluster (vowel + n) and the nasal diphthong (？o) in nouns. however, they found it difficult to deal with contextual and morphological rules in order to represent nasal segments. significance and positive correlations were observed between both phonological and morphological awareness and the spelling of nasal sounds. however, after controlling the schooling, only phonological tasks (deletion and spoonerism) had a significant contribution for nasalization representation. conclusion: children do not usually have a uniform manner to represent nasal sounds. they understand that nasalization has different ways to be represented and usage contexts, although they are not able to use all of them appropriately. differently from phonological skills, morphological awareness did not show an independent contribution to the representation of nasalization after controlling the schooling.