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Published in
Visionary Voices
The Impact of Phonological Awareness on Reading Development in English Language Learners
Visionary Voices, 2(4), 4-6, ISSN: 3082-4389, 2026.
Recommended Citation:
Palaming, A. G. (2026). The Impact of Phonological Awareness on Reading Development in English Language Learners. In Visionary Voices (Vol. 2, Number 4, pp. 4–6). Lakbay-Diwa Publishing. https://doi.org/10.5281/zenodo.19556611
Author(s)
Palaming, Arturo G.
Description
This study examines the impact of phonological awareness on the reading development of English Language Learners (ELLs). Phonological awareness, which is the ability to recognize and manipulate sound structures in spoken language, plays a crucial role in early literacy acquisition. The study investigates how this skill influences decoding, reading fluency, and comprehension among ELLs. Data were gathered through classroom observations, reading assessments, and phonological awareness tasks. Results indicate that learners with strong phonological awareness demonstrate higher reading proficiency, whereas those with limited phonological awareness struggle with decoding and comprehension. The findings also highlight the importance of explicit instruction, teacher support, and interactive learning strategies in enhancing phonological awareness. The study concludes that strengthening phonological awareness is essential to improving reading outcomes among ELLs and recommends integrating structured phonics-based instruction into literacy programs.
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