This research aims to uncover the impact of phonological awareness development, utilizing the syllabic method, on reading and writing achievements of a sample of second grade preschool children. The core group comprised 202 children, both boys and girls, drawn from five schools overseen by the Regional Directorate in Fes, their ages ranging between 62 and 72 months, averaging 66.86 months with a standard deviation of 3.02. We adopted an experimental approach, dividing the sample into two groups: a control group and an experimental group. The results of the current study revealed statistically significant differences at the 0.05 significance level between the aver-age phonological awareness scores of the control group and those of the experimental group in favor of the experimental group. The study further revealed a significant positive relationship between phonological awareness and proficiency in reading and writing skills.