Effect Of Letter Blending And Sound Synchronisation On Early Literacy Development Among 3–5 Year Old Children In Eccde Centres In Makurdi Metropolis

This study examined the effect of letter blending and sound synchronisation on early literacy development among 3–5-year-old children in Early Childhood Care and Development Education (ECCDE) centres in Makurdi Metropolis. The study was guided by four research questions. A quasi-experimental pre-test–post-test non-equivalent control group design was adopted. The population consisted of 18,601 pupils aged 3–5 years in public and private ECCDE centres in Makurdi Metropolis. A multi-stage sampling technique was used to select a sample of 118 children (60 in the experimental group and 58 in the control group) from intact classes. The experimental group received structured phonemic awareness instruction incorporating letter blending and sound synchronisation, delivered by teachers who had undergone a two-week professional orientation, in prepared classrooms, while the control group continued with regular instructional practices. Data were collected using an Early Literacy Skills Test, a Teacher Professionalism and Instructional Practices Questionnaire, and a Classroom Environment Observation Checklist. The instruments were validated by experts; reliability coefficients obtained through pilot testing were r = .86 (test–retest) for the literacy test and Cronbach's á = .81 and .79 for the questionnaire and checklist respectively. Mean, standard deviation, Pearson correlation, and Analysis of Covariance (ANCOVA) were used for data analysis at the 0.05 level of significance. Findings revealed that phonemic awareness strategies incorporating letter blending significantly improved children's early literacy skills. Letter-sound knowledge positively influenced children's ability to synchronise and blend sounds. Teacher professionalism enhanced instructional quality and pupil outcomes, while prepared classroom environments provided essential support for effective practice. The study concluded that systematic letter blending and sound synchronisation, delivered by trained teachers in print-rich classrooms, effectively strengthen foundational literacy skills. It was recommended that teachers receive regular professional development, classrooms be adequately resourced, the ECCDE curriculum integrate systematic blending activities, and parents be sensitised on supportive home literacy practices.