PHONOLOGICAL AWARENESS AND THE LITERACY PROCESS

Abstract

The study aimed to understand how phonological awareness affected the literacy process and which teaching strategies favored its development. Its main objective was to analyze the relationship between phonological awareness and literacy, considering its implications for reading and writing learning. The research was bibliographic, qualitative, and descriptive, based on the analysis of works published between 2015 and 2025. The sources were selected and organized according to relevance, year, and type of publication. The results showed that the skills of segmentation, discrimination, and sound manipulation directly influenced students’ performance during early literacy. It was also observed that the use of phonological games, oral activities, and digital tools contributed to improving auditory perception and understanding of the alphabetic principle. The analysis highlighted the importance of teacher training and curriculum updating in applying methodologies that integrate linguistic theory and pedagogical practice. It was concluded that phonological awareness represented a central element in literacy, supporting the development of reading and writing competencies. Further studies were deemed necessary to broaden understanding of its application in different educational contexts.