Phonological Awareness and Alphabetic Knowledge in Typically Developing English Language Learners Between the 3.6 to 6.6 Years

Abstract

The role of phonological awareness and alphabet knowledge in learning to read is well established in mono-lingual English speakers. However, it is under explored in the context of English Language Learners (ELL), especially in regions like India where the native language differs phonologically and orthographically from the target literate language, which is English. The present research explored phonological awareness and alphabet knowledge in typically developing ELL between 3.6 to 6.6 years. A total of 60 typically developing children, 20 each from Lower Kindergarten (LKG), Upper Kindergarten (UKG), and Grade I were selected from schools with English medium of instructions. The phonological awareness and alphabetic knowledge was assessed and compared between the groups. The results indicate that English Language Learners (ELL) demonstrate substantial advancements in both phonological awareness and alphabet knowledge during the initial three years of formal education, highlighting the existence of considerable potential for further development.