USING SCHOLARLY PEER REVIEW TO DEVELOP PHONOLOGICAL COMPETENCE IN PRIMARY SCHOOL LEARNERS

In the case of engaging in primary education, the students must consider language acquisition as the core aspect of phonological comprehension in order to be able to read as well as communicate efficiently. The article looks at the factors that make it challenging for young kids to develop phonological competence, including differences in phonological awareness, difficulty pronouncing words, and lack of materials. It also outlines current innovations for addressing these difficulties, such as peer review, making use of interactive and audio-visual aids, and phonological awareness activities. By adapting the peer review process for younger primary school pupils, teachers can facilitate collaborative and dynamic cross-learning which enhances learners’ phonological aspects. Such approaches enable students to be self-confident, improve their listening skills and perform well in the language.