الوعي الصوتي مدخلاً لتنمية مهارات القراءة والكتابة لدى الأطفال مراجعة نقدية تحليلية للدراسات العربية (2015–2025)

Abstract

This article presents a structured critical narrative review of the Arabic-language literature published between 2015 and 2025 on the relationship between phonological awareness and the development of reading and writing skills among Arabic-speaking children. Following the application of explicit inclusion and exclusion criteria, the review encompassed 36 Arabic studies, classified into four thematic categories: correlational and predictive studies, intervention studies targeting typically developing children, remedial intervention studies for children with learning disabilities and developmental disorders, and content-analysis and practice-survey studies. This corpus is supplemented by comparative references to international studies conducted with Arabic-speaking learners and published in English, which were not counted among the designated Arabic studies. The qualitative synthesis indicates a predictive role for phonological awareness that peaks in first and second grade before receding in favor of morphological and orthographic variables by third grade, within the context of a single local study that does not warrant national generalization. Intervention evidence likewise points to measurable gains in specific skills following explicit phonological training; however, the strength of this inference remains constrained by the prevalence of one-group designs, small sample sizes, the absence of confidence intervals and corrected effect sizes, and potential contamination between training and testing items. The review concludes that phonological awareness is a foundational, teachable competency associated with reading and spelling outcomes, without constituting either a sole explanatory mechanism or a comprehensive remedy for reading and writing difficulties. It recommends the design of preventive programs that integrate phonological awareness training with orthographic and motor instruction in Arabic letter writing during the kindergarten stage, implemented within methodologically rigorous experimental designs.
Keywords: phonological awareness; critical review; reading and writing skills; early childhood; psychometric properties

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