Phonological Awareness Skills in Thai-Speaking Children: A Scoping Review
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| Title: | Phonological Awareness Skills in Thai-Speaking Children: A Scoping Review |
|---|---|
| Language: | English |
| Authors: | Ketnipa Ratanakul (ORCID |
| Source: | International Journal of Language & Communication Disorders. 2025 60(5). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Phonological Awareness, Thai, Language Skills, Tone Languages, Risk, Dyslexia, Communication Problems, Young Children, Emergent Literacy, Reading Skills, Learning Disabilities, Age Differences, Preschool Education, Early Childhood Education |
| DOI: | 10.1111/1460-6984.70099 |
| ISSN: | 1368-2822 1460-6984 |
| Abstract: | Background: Phonological awareness is an important skill for literacy development. However, limited research has been conducted on tonal languages or non-alphabetic orthographies, including Thai. Understanding the development of phonological awareness in Thai-speaking children is important for identifying risk factors for dyslexia and for understanding the role of phonological awareness in Thai-speaking children with communication impairments. Aims: This scoping review synthesised empirical studies on phonological awareness in Thai-speaking children. We aimed to describe the tasks and experiments typically used in studies, outline the performance of phonological awareness in typically developing and non-typically developing children across preschool to school age, and highlight the importance of phonological awareness skills to literacy development. Methods: Peer-reviewed papers were retrieved from eight electronic databases, supplemented by manual reference and website searches for relevant articles on phonological awareness in Thai-speaking children. The inclusion criteria for eligible studies were articles published in English since 2000 investigating phonological awareness skills in preschool- and school-aged Thai-speaking children (2;0-12;0 years). Main Contributions: Fourteen full-text articles were screened, and 13 met the inclusion criteria. Papers focused on the relationship between phonological awareness and reading skills (n = 5), phonological awareness skills in children at risk of learning disabilities or dyslexia (n = 5), and lexical tone awareness (n = 2). The findings showed that phonological awareness was important for reading abilities across all reported ages, while lexical tone awareness significantly impacted reading abilities only when children were in kindergarten (3;0-6;0 years). Phonological awareness tests were also used as a tool for identifying children at risk of learning disabilities or dyslexia. Initial phoneme identification was the most commonly used phonological awareness task across all 13 studies. Conclusions: Phonological awareness is essential for reading skills and identifying children at risk of learning disabilities or dyslexia. Future research is needed to investigate the acquisition of phonological awareness in Thai-speaking children and to examine the phonological awareness skills of children with communication impairments, such as speech sound disorders. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484101 |
| Database: | ERIC |
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