Towards an integrated framework of reading development: Teachers’ strategies in phonological and morphological awareness
https://doi.org/10.63826/jtpre.v1i1.330
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Abstract
This study addresses persistent challenges in students’ reading proficiency, particularly those arising from limited phonological and morphological awareness in contemporary literacy contexts. The purpose of this research is to explore teachers’ understanding and instructional strategies in integrating phonological and morphological awareness to enhance students’ reading abilities within modern and digitally influenced learning environments. A qualitative descriptive design was employed, involving 13 informants (9 teachers and 4 students) selected through purposive sampling. Data were collected through in-depth interviews, and analyzed using an interactive model of data reduction, display, and conclusion drawing. The findings reveal that teachers implement diverse strategies—including explicit instruction, contextual learning, collaborative activities, differentiation, and gamification—to develop students’ phonological and morphological awareness, which significantly improves reading fluency, vocabulary acquisition, and comprehension. The study also highlights the growing role of digital tools in supporting adaptive and engaging literacy instruction. However, limitations include the contextual scope and reliance on qualitative data, suggesting the need for broader and mixed-method investigations. This study offers originality by proposing an integrated linguistic–digital instructional framework that bridges phonological and morphological awareness with contemporary pedagogical practices, providing both theoretical enrichment and practical guidance for advancing literacy education in the digital era.
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References
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