Resumo

ALZA RIOS, Norma Caridad. Phonological awareness in the learning of reading in elementary education. Horizontes Rev. Inv. Cs. Edu. [online]. 2024, vol.8, n.33, pp.1069-1083.  Epub 02-Abr-2024. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v8i33.783.

Currently, there is a tendency in educational institutions to encourage students to learn to read and write before entering primary school, but some of them have problems even during their passage through school. The present study aims to compare research on phonological awareness and its influence on reading development. The research had a qualitative approach, with a systematic review design, applying the PRISMA guide, searching the SciELO, Proquest, Doaj, Dialnet databases for articles published between 2012 to 2022. It was concluded that phonological awareness is related to the initial learning of reading, detecting reading problems that may occur in students, being imperative the continuous training and updating of teachers, which expand the pedagogical strategies available and allow the correct approach to the process of decoding written material.

Palavras-chave : Phonological Awareness; Reading; Learning Abilities; Basic Education.

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