Resumo

VALLE-ZEVALLOS, María-Johana; MENDEZ-VERGARAY, Juan  e  FLORES, Edward. Phonological awareness and its relationship to reading: Systematic review. Horizontes Rev. Inv. Cs. Edu. [online]. 2024, vol.8, n.33, pp.1004-1021.  Epub 02-Abr-2024. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v8i33.779.

The study focuses on analyzing the relationship between the development of phonological awareness and reading proficiency in students during the period from 2018 to 2022. A systematic review was conducted following the PRISMA method, with article search in the SCOPUS database using descriptors phonological awareness", "semantic awareness", "syllabic awareness", morphological awareness" and "pragmatic awareness" in Spanish and English. The research focused on the categories of phonological awareness and reading decoding. Thirty-one items were selected for final analysis. The results revealed the importance of early development of phonological awareness, especially during preschool and early elementary school, for reading success. A significant relationship was found between phonological awareness and reading in hearing, perceptually deficient, and bilingual students. The need to implement metalinguistic programs to address reading difficulties in a timely manner is highlighted.

Palavras-chave : Phonological awareness; Regular basic education; Reading comprehension; Students.

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