Phonological Awareness for Strengthening literacy in Primary Education: An Educational Innovation Proposal
DOI:
https://doi.org/10.5281/zenodo.21418359Keywords:
Literacy, Phonological awareness, Reading competence, Primary Education, Educational innovation.Abstract
The acquisition of literacy skills remains one of the main educational challenges during the early years of Primary Education, particularly in schools characterised by high levels of social, cultural, and linguistic diversity. This paper presents an educational innovation proposal aimed at third-grade primary students experiencing difficulties in reading development, supported by current evidence on phonological awareness and early literacy instruction. The intervention integrates the Heggerty programme with the Daily Five and CAFÉ frameworks to provide a structured methodological approach focused on strengthening decoding, reading comprehension, fluency, and learner autonomy through explicit, systematic, and inclusive instruction. The proposal includes a flexible implementation plan, representative learning experiences, and a continuous assessment model designed to monitor individual progress and guide instructional decisions. It is intended as a transferable intervention for educational settings with similar characteristics, offering an evidence-based methodological alternative to enhance reading competence and promote more inclusive and equitable educational practices.
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