Phonological awareness strategies for reading
DOI:
https://doi.org/10.62305/alcon.v16i2.925Keywords:
phonological awareness; reading comprehension; aloud reading; short storiesAbstract
This research aimed to evaluate the effectiveness of phonological strategies in the comprehension of short narrative texts in seventh-grade students of Basic General Education, as well as to identify the main phonological barriers that interfered with this process by assessing the significant differences between the results obtained in a pretest and a posttest. The study was conducted using a quantitative approach within the positivist paradigm, with a pre-experimental type experimental design, applied to a finite sample of 18 students. For data collection, a structured observation sheet was used with dimensions, performance indicators, and achievement levels, which allowed for the evaluation of auditory discrimination, grapheme-phoneme relationship, reading fluency, rhythm management, pauses, intonation, and reading comprehension. The pedagogical intervention consisted of the systematic application of phonological strategies through the aloud reading of short literary texts, selected for their rhythmic and sound richness. The pretest results showed that most students were at the initial and basic levels, while the post-test showed a significant improvement, reaching between 88% and 100% high achievement in almost all evaluated indicators. These results demonstrate that strengthening phonological awareness positively impacted reading comprehension and confirms the relevance of phonology as a fundamental axis in teaching reading in basic education.
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