Phonological Awareness and Reading Ability: Exploring the Connection Between Phonological Skills and Reading Proficiency

This research paper explores the connection between phonological skills and reading proficiency among Arabic-speaking male students at Haql College. Using a qualitative thematic analysis approach. This study investigates the level of phonological awareness and how the phonological awareness relates to reading proficiency among Saudi University students. The participants were 20 first-year students from the Languages and Translation department at Haql College. Semi-structured group interviews were conducted to examine participants' perceptions of phonological skills and their impact on reading ability. The findings reveal a strong connection between phonological skills and reading proficiency through different factors or themes that develop reading proficiency among the students, such as awareness of phonological sounds, reading habits and practices, and perceptions of phonological skills in reading. Based on the findings, recommendations were provided for educators and policymakers to integrate phonological awareness activities into language instruction. It is important to introduce professional development programs to provide educators with the essential skills to integrate phonological awareness education into the curriculum. It is advisable to conduct longitudinal studies to evaluate the lasting impact of phonological awareness interventions on reading achievement in Arabic-speaking university students. In summary, educational institutions may empower students to become proficient readers and lifelong learners by prioritizing phonological instruction.