A Comparative Analysis of Phonological Awareness Approaches in Linguistic Acquisition: Evaluating Competing Theoretical Frameworks

Abstract

This study explores the competing approaches to phonological awareness within the context of linguistic acquisition. Given the significant role phonological awareness plays in literacy development, we utilized a mixed-methods empirical approach, combining quantitative assessments with qualitative interviews. Our findings indicate that interactive phonological training has a statistically significant advantage over traditional approaches, with a p-value less than 0.01. Additionally, qualitative data revealed that learners experienced heightened engagement and retention rates. The implications of this study underline the necessity of integrating innovative phonological training techniques into linguistic curricula to enhance literacy outcomes across diverse educational settings.