Communications in Humanities Research ISSN: 2753-7072
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Research Article

The Impact of Phonological Awareness Training on Reading Ability in Lower Primary Students

Yaoqing JiangZhejiang Wanli University*

* Corresponding author: [email protected]

Abstract

Phonological awareness, also referred to as phonemic awareness, means that children are able to identify and manipulate the sound structure of words, which is the most reliable factor predicting the effectiveness of young children’s early reading learning. Because it is important to teach literacy, Chinese character recognition, and form consciousness during the primary school lower grades, the article summarizes the impact of phonological awareness teaching on students’ reading, and attempts to discover this through a literature overview and a comprehensive case study. According to the literature review part, the relationship between phonological awareness and acquisition of reading ability has been confirmed to be close; among them, training phoneme skills like separation and synthesis is especially helpful for the decoding ability and reading smoothness of students. It can be seen through the cases that students had experienced remarkable improvements after the intervention of phonological awareness training in decoding skills or reading fluency. This paper argues that the earliest stage of teaching children to read and write is Phonological awareness. The author proposes suggestions based on this article that teachers may give systematic phonological awareness training and teaching activities for students in normal lessons to help children learn to read better. This research can be extended to subject field in future investigations of phonological awareness interventions on the reading abilities of children.

Keywords: Phonological Awareness; Reading Ability; Early Childhood Education; Literacy Intervention
Published: December 4, 2025
DOI: 10.54254/2753-7064/2025.HT30274
Volume: CHR Vol.100
pp. 115-123
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