An investigation of the correlation between phonological awareness and reading skills in Nigerian primary schools

An investigation of the correlation between phonological awareness and reading skills in Nigerian primary schools

Background of the study
Phonological awareness—the ability to recognize and manipulate sound structures—is foundational to reading proficiency. In Nigerian primary schools, early literacy development is closely linked to the development of phonological skills. This study investigates the correlation between phonological awareness and reading skills among primary school students. Recent studies indicate that strong phonological processing abilities are predictive of reading success, with interventions designed to enhance these skills yielding positive literacy outcomes (Ibrahim, 2023). In the Nigerian context, where diverse languages and dialects coexist, establishing effective phonological awareness is critical to navigating the challenges of learning to read. Educational curricula increasingly emphasize early literacy; however, the extent to which phonological awareness contributes to reading proficiency in Nigerian classrooms remains underexplored (Okoro, 2024). This investigation utilizes both quantitative assessments and qualitative observations to examine the relationship between these variables. Factors such as instructional quality, socio-economic background, and home literacy environment are also considered, providing a comprehensive picture of the dynamics influencing reading development among young learners (Adebayo, 2025). The study aims to inform educational policy and teaching practices that bolster early literacy through targeted phonological training.

Statement of the problem
Despite evidence linking phonological awareness to reading success, there is limited research on how this relationship manifests in Nigerian primary schools. Educators face challenges in identifying students at risk of reading difficulties, partly due to a lack of empirical data on phonological processing in diverse linguistic settings (Ibrahim, 2023). Additionally, variations in instructional methods and resource allocation further complicate the assessment of phonological skills and their impact on reading proficiency (Okoro, 2024). This gap in knowledge hinders the development of effective teaching strategies aimed at improving literacy outcomes. A systematic investigation into the correlation between phonological awareness and reading skills is thus essential for informing evidence-based interventions and educational policy reforms (Adebayo, 2025).

Objectives of the study:

1. To assess the level of phonological awareness among Nigerian primary school students.

2. To examine the relationship between phonological awareness and reading proficiency.

3. To identify instructional practices that enhance both phonological awareness and reading skills.

Research questions:

1. What is the level of phonological awareness among primary school learners?

2. How strongly is phonological awareness correlated with reading skills?

3. Which teaching practices most effectively improve phonological awareness and reading outcomes?

Research Hypotheses:

1. Higher levels of phonological awareness are associated with better reading proficiency.

2. Instructional practices that focus on phonological training improve reading skills.

3. Socio-economic factors moderate the relationship between phonological awareness and reading ability.

Significance of the study:
This study is significant as it clarifies the critical link between phonological awareness and reading skills, offering valuable insights for educators and policymakers. The results are expected to support the design of targeted interventions that enhance early literacy in Nigerian primary schools (Ibrahim, 2023; Adebayo, 2025).

Scope and limitations of the study:
The study is limited to examining the correlation between phonological awareness and reading skills in Nigerian primary schools. It focuses solely on early literacy factors and does not extend to secondary or tertiary educational settings.

Definitions of terms:

1. Phonological Awareness: The ability to recognize and manipulate the sound structures of language.

2. Reading Skills: The capacity to decode, comprehend, and interpret written text.

3. Primary Schools: Educational institutions providing early childhood and elementary education.