Authors : Shadrack B. Osei

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/2k6kt5ew

Scribd : https://tinyurl.com/4vmw645e

DOI : https://doi.org/10.38124/ijisrt/26apr1320

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Phonemic awareness is widely recognized as a foundational component of early literacy development and a critical predictor of reading success. This literature review synthesizes seminal and contemporary research on phonemic awareness, emphasizing its role in decoding, fluency, and long-term reading achievement. The review critically examines evidence-based instructional practices, including explicit, systematic, and multisensory approaches, while also exploring emerging trends such as technology integration, culturally responsive pedagogy, and family engagement. Although the research base strongly supports phonemic awareness instruction, persistent challenges, including inconsistent implementation, insufficient teacher preparation, and inequitable access to resources, continue to limit its effectiveness across diverse educational contexts. This paper advances the literature by integrating findings across studies, identifying gaps between theory and practice, and offering a critical analysis of current instructional approaches. Implications for practice and future research are discussed, with an emphasis on promoting equitable, high-quality literacy instruction for all learners.

Keywords : Phonemic Awareness; Literacy Instruction; Early Reading Development; Evidence-Based Practices; Reading Achievement; Educational Equity; Teacher Preparation; Multisensory Instruction.

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