Phonological awareness and reading skills: a correlational study from pedagogical practice

Phonological awareness has been widely recognized as a key skill in learning to read and write, particularly during the early years of formal education. This study aimed to analyze the relationship between phonological awareness and the development of reading and writing skills students from a public educational institution in Ecuador. A quantitative, correlational, and cross-sectional approach was used, with a sample of 160 students. Standardized instruments were applied to assess phonological awareness, reading comprehension, reading fluency, and written production. Additional information was collected regarding students’ frequency of out-of-school reading. Statistical analyses included Pearson correlations, one-way ANOVA, and Student’s t-test. The findings revealed significant positive correlations between phonological awareness and reading comprehension (r = 0.46), as well as written production (r = 0.41), confirming the influence of this metalinguistic skill on academic performance. However, reading frequency outside school did not show statistically significant differences in phonological awareness levels among the groups compared (p > 0.05). These results suggest that reading alone, without explicit pedagogical guidance, may not be sufficient to foster phonological development. It was concluded that systematic and planned instruction in phonological awareness must be an integral part of early literacy programs. Additionally, enhancing teacher training in phonological strategies and promoting family reading practices with guided support are recommended. This research provides relevant empirical evidence for the design of sustainable interventions in Latin American school contexts and contributes to the ongoing discussion on educational quality and effective literacy learning.