Abstract

This study attempted to find the components of reading program based on phonological awareness by investigating the relationship between phonological awareness and early reading. The development of phonological awareness in young children is a sequential process, from solving larger units such as syllable-level tasks to solving smaller units such as phonemic-level tasks. Phonological awareness was assumed to be good predictor of future reading ability, which suggests that to promote reading ability, the teaching of young children could be helped through intervening programs that include of phonological awareness. In Korea, it has been shown that form reading skills in early years by understanding the corresponding relationships between vowels and consonants, and blending principles of letters. For a phonologically based reading program, it is necessary to arrange levels of phonemic awareness, from words to syllables and syllables to phonemes and help the children learn the components of phonological awareness. In relation to reading, the subjects of phonological awareness include rhyming cognition and the deletion, blending, segmentation, discrimination and substitution of words, syllables and phonemes. In this sense, it is recommended that reading programs should consist of listening games, rhyming, sound categorization, oral blending and segmentation, phonemic manipulation and connections between sounds and letters. Also, formal methods of instruction may be chosen, but they should also include informal tasks such as games and nursery rhymes, both in small-group activities and large-group activities, for the learning of decoding skills in addition to phonological awareness.