Relationship Between Arabic Reading Skills and Phonological Awareness in the First Level of Primary School

This study examines the educational effects of developing phonological awareness at an early stage among children learning the Arabic language and their subsequent implications on the quality of the reading act. The study sample consisted of 83 learners at the first level of primary school from three educational institutions affiliated with the Regional Directorate of Sefrou, whose ages ranged from 66 to 76 months, with an average of 70 months, and a standard deviation of 2.75. The study relied on the descriptive, correlational approach in a longitudinal follow-up study. The results of the study showed that children who have developed phonological awareness do not have major difficulties recognizing letters, words, and sentences. While children who have difficulties in representing and manipulating the sounds of spoken language are more likely to encounter difficulties in learning to read in Arabic.