Phonological awareness in children's reading: a systematic review
Abstract
This study aimed to analyze the impact of phonological awareness on the reading development of children in early education. To carry out this review, research published between 2018 and the current year 2025 was collected and examined in different databases, mostly Scopus, which allowed us to identify recent theoretical aspects on this topic. The findings reveal that phonological awareness is considered a very important metalinguistic skill, key to the acquisition of reading, as it facilitates the correspondence between phonemes and graphemes, in addition to enhancing fluency and reading comprehension in the early grades. It was also evident that factors such as family environment, socioeconomic status, systematic instruction in phonetics and vocabulary, and the use of educational technologies have a significant impact on strengthening this metalinguistic skill. They also highlight the need to train teachers in strategies to stimulate phonological awareness, especially in contexts of social and educational vulnerability. Even so, there is a knowledge gap in the literature reviewed, as it does not consider the challenges faced by teachers in teaching reading in multigrade classrooms in rural areas of Colombia, where several grades share the same learning space; there, the sociocultural interaction of language plays an important role.
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Copyright (c) 2025 Nelvis Nohemy Ochoa Lozano,Karina Paola Pineda Balmaceda,Eliana Judith Narváez Hernández Eliana Judith Narváez Hernández,Natalia Ortega Berrio
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