Phonological Awareness as a Predictive Indicator of Spelling Performance Difficulties Among Fourth-Year Primary School Students
Keywords:
Phonological Awareness, Spelling, Spelling Difficulties, Visual Spelling, Auditory Spelling.Abstract
This study investigates the relationship between phonological awareness and spell-ing difficulties among fourth-year primary school students. The study adopted a correlational methodology to examine the association between these two (02) vari-ables. A sample of sixty (60) fourth-year primary school students was selected using an intentional sampling method. Two standardized instruments were employed: the Phonological Awareness Scale and the Spelling Difficulties Scale.
The key findings reveal a statistically significant negative correlation between pho-nological awareness and both types of spelling difficulties (visual and auditory). Precisely, the results indicate that: there is a statistically significant negative correla-tion between phonological awareness and visual spelling difficulties, furthermore, there is a statistically significant negative correlation between phonological aware-ness and auditory spelling difficulties and alternatively, there is a statistically sig-nificant negative correlation between phonological awareness and the overall di-mensions of spelling difficulties (visual and auditory combined).
These results suggest that as students' phonological awareness increases, their spell-ing difficulties decrease. The study concludes that phonological awareness is a sig-nificant predictor of spelling proficiency and underscores the importance of devel-oping phonological awareness skills as a foundational component of early literacy instruction. Several educational implications and recommendations are discussed
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