The correlation between English phonological awareness and reading ability

Abstract

This article reviews multiple studies on the relationship between English pho-nological awareness and reading ability, exploring the intrinsic connection be-tween the two. Numerous studies have shown that English phonological aware-ness is a significant factor influencing the development of reading ability, par-ticularly in early childhood reading acquisition. By analyzing the research sub-jects, methods, and findings, this article also examines the limitations of existing research and offers insights for future studies. The study found a significant cor-relation between English phonological awareness and reading ability, with dif-ferent components of phonological awareness playing distinct roles in reading development. Moreover, English phonological awareness serves as a predictive factor in reading acquisition. This research has important theoretical and prac-tical implications for guiding reading instruction and improving the reading performance of children with reading difficulties. Future research should further explore the mechanisms of interaction between phonological awareness and reading ability, considering the combined effects of multiple causal systems in reading development.