The Role of Phonological Awareness in Early Reading Development
DOI:
https://doi.org/10.47941/ejl.2051Keywords:
Phonological Awareness, Early Reading Development, Theoretical Models, Early Childhood Education, Individualized InstructionAbstract
Purpose: This study sought to investigate the role of phonological awareness in early reading development.
Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
Findings: The findings reveal that there exists a contextual and methodological gap relating to phonological awareness in early reading development. Preliminary empirical review revealed that phonological awareness was crucial for early reading development, serving as a foundation for decoding skills and overall literacy. It emphasized the importance of early, systematic instruction in phonological awareness within early childhood education to improve reading outcomes and reduce reading difficulties. The study highlighted that phonological awareness also contributed to spelling and vocabulary development, enhancing overall language proficiency. It advocated for integrated and inclusive educational strategies that consider diverse linguistic and cultural contexts to bridge literacy gaps and promote equitable learning opportunities for all children.
Unique Contribution to Theory, Practice and Policy: The Phonological Deficit Hypothesis, Simple View of Reading and the Emergent Literacy Theory may be used to anchor future studies on the role of phonological awareness in early reading development. The study recommended further exploration into the multifaceted nature of phonological awareness to advance theoretical models and emphasized the need for early, systematic, and engaging phonological awareness instruction in early childhood education. It called for individualized interventions for at-risk children, ongoing teacher professional development, and frequent monitoring of progress. The study also urged policymakers to invest in early literacy programs, ensure equitable access to educational resources, and include phonological awareness assessments in screening programs. Additionally, it advocated for increased collaboration between researchers, educators, and policymakers to create a cohesive approach to early literacy education.
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