The Effectiveness of Phonological Awareness Training in Children with Dyslexia

The Effectiveness of Phonological Awareness Training in Children with Dyslexia
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The Effectiveness of Phonological Awareness Training in Children with Dyslexia
           Reading is an essential skill in modern-day learning since it enables any learner to earn written knowledge. Impaired reading compromises the art of learning and minimizes the chances of excelling in education (Jain, Priya & Joshi, 2020). Attainment of literacy and numeracy skills is an essential function of education as offered by primary schools around the globe. Empowering learners to read enables them to apply their literacy and numeracy skills overcoming educational related challenges. According to Eissa (2013), the definitive objective of reading is to develop an understanding of written materials, scrutinizes them and uses them for study needs. While most learners find studying thrilling, others develop low interest and anxiety because they have reading difficulties. Initiation of phonological awareness programs can be effective in guiding children with Dyslexia in overcoming their learning challenges (Pape-Neumann et al., 2015). The current study is a literature analysis whose primary objective is to examine the effectiveness of phonological awareness and training in children with Dyslexia. It defines Dyslexia and explores how phonological awareness programs can assist in in identifying the learning potentials in children. The study also explores the effectiveness of phonological awareness as a vehicle utilized in achieving positive reading and comprehension outcomes in children with dyslexia. The ultimate study objective is to explore the inconsistencies existing explored research works and winds by underlining the implication of this knowledge on intervention and classroom strategies. 
The Definition of Dyslexia and Phonological Awareness
           Various scholars have defined Dyslexia and phonological awareness, with many attesting that it as the most ideal in facilitating children with skills on how to overcome reading difficulties. According to Musa and Balami (2016), Dyslexia is a condition that impairs the learners' ability to read, spell, and learn, despite their intellectual skills and abilities being intact. Psychologists regard this condition as a neurological disorder that compromises the efficiency of learners. However, this situation is not associated with any form of impairment since they are believed to have adequate sensory ability. Therefore, their intellectual skills are not tampered with in any way. The condition of this nature is threatening since it kills the motivation of children to pursue learning by developing a withdrawal perception. According to the International Dyslexia Association, learners are believed to be affected with dyslexia when they display inconsistent and incompetent in reading habits, which manifest even when the learning environment is equipped with adequate learning opportunities appropriate (Patscheke, Degé & Schwarzer, 2019). While normal functioning is not interfered with by Dyslexia, the skills associated with fluent and precise word reading are affected most. Learners w...