إستراتيجيات توظيف الوعي الفونولوجي في مهارة القراءة والكتابة : السنة الأولى والثانية من السلك الابتدائي أنموذجا
This article aims to shed light on strategies for employing phonological awareness in developing reading and writing skills among first- and second-year primary school learners. It examines its role in facilitating the connection between spoken and written language, enabling children to decode written texts and achieve fluency in reading and writing. The article also discusses the impact of modern teaching strategies, particularly the syllabic method, in enhancing these skills. The discussion of these strategies is based on the efforts of researchers Mustapha Bouanani and Alaa Youssef Al-Kahlout, who conducted two field studies in Morocco and Qatar. These studies targeted a sample of 120 first-and second-year primary school students and measured the impact of phonological awareness on learning to read and write through a set of tests. These tests included skills such as word segmentation, syllable identification, and rhyming recognition. The findings confirmed that a child’s phonological awareness is strongly linked to their development in reading and writing. Additionally, the researchers' study revealed disparities in curricula and educational plans between Morocco and Qatar, as the syllabic method was not adequately implemented, negatively affecting children’s acquisition of literacy skills. Furthermore, the study results highlighted common learning difficulties among children in both countries, emphasizing the need for more effective teaching strategies to support their learning. Among the effective strategies discussed in this article are repetition and neurological impress, as they play a crucial role in enhancing phonological awareness and improving reading and writing acquisition. Repetition helps reinforce phonemes and words in long-term memory, allowing children to recognize words more quickly and understand their phonetic structure. On the other hand, the neurological impress strategy engages learners in the reading process through multi-sensory interaction, improving their attention and increasing their ability to analyze phonemes and syllables more effectively. The article concludes that phonological awareness is a fundamental element in improving literacy skills among young learners. The syllabic method can yield positive results if implemented systematically and supported by effective teaching strategies such as repetition and neurological impress. However, the question remains whether the syllabic method alone is sufficient or if it should be integrated with other approaches to ensure more effective outcomes in children’s reading and writing development. (Published abstract)