The Relationship Between Beginning Reading Skills and Phonemic Awareness in Elementary School Students: A Literature Review

Yulia Angga  Anggraina; Anang Sudigdo; Sabarudin Sabarudin

doi:10.61227/nkdxfb39

Authors

Yulia Angga Anggraina Universitas Islam Negeri Sunan Kalijaga https://orcid.org/0009-0004-1735-1541
Anang Sudigdo Universitas Sarjanawiyata Tamansiswa https://orcid.org/0000-0002-1729-2623
Sabarudin Sabarudin Universitas Islam Negeri Sunan Kalijaga https://orcid.org/0000-0002-7138-5839

DOI:

https://doi.org/10.61227/nkdxfb39

Keywords:

Early Reading Skills, Phonemic Awareness, Early Literacy, Elementary School, Literature Review

Abstract

Early reading skills are a crucial foundation for developing literacy among students in Madrasah Ibtidaiyah (MI) and Elementary Schools (SD). One of the key abilities that supports success in early reading is phonemic awareness. This study aims to analyze the relationship between early reading skills and phonemic awareness, as well as to identify effective instructional strategies through a literature review approach. The articles were retrieved from the Google Scholar, Garuda, and ScienceDirect databases using the PRISMA guidelines. The selection process was conducted based on inclusion criteria, including articles published between 2016 and 2026, focusing on early reading skills and phonemic awareness among Madrasah Ibtidaiyah (MI) and Elementary School (SD) students, and available in full-text format. Of the 64 articles initially identified, 27 met the inclusion criteria and were selected for further analysis. The findings of the review indicate that phonemic awareness has a strong relationship with early reading skills by enhancing learners' ability to recognize phoneme–grapheme correspondences, decoding skills, and reading fluency. Explicit phonics instruction, phonological games, multisensory approaches, and the use of innovative instructional media have been shown to be effective teaching strategies. This study provides a comprehensive synthesis of the relationship between early reading skills and phonemic awareness, serving as a foundation for the development of more effective early literacy instruction at the Madrasah Ibtidaiyah (MI) and Elementary School (SD) levels.

Downloads

Download data is not yet available.

References

Anggraeni, U. A. M., Winarni, R., & Yulisetiani, S. (2023). Yukiba sebagai Media Pembelajaran Membaca Permulaan untuk Anak di Era Digital. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(4), 3980–3990. https://doi.org/10.31004/obsesi.v7i4.4849

Arianti, A. (2023). Pembelajaran membaca anak usia dini di ra it.

Chourio-acevedo, L., Köhler, J., & Coscarelli, C. (n.d.). Information literacy development and assessment at school level : a systematic review of the literature. 1201610.

Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub‐Zadeh, Z., & Shanahan, T. (2001). Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel’s Meta‐Analysis. Reading Research Quarterly, 36(3), 250–287. https://doi.org/10.1598/RRQ.36.3.2

Etnawati, S. (2022). Implementasi Teori Vygotsky Terhadap Perkembangan Bahasa Anak Usia Dini. Jurnal Pendidikan, 22(2), 130–138. https://doi.org/10.52850/jpn.v22i2.3824

Fitriani. (2023). Implikasi Psikologis Ketertinggalan Membaca pada Anak Usia Sekolah Dasar. Jurnal Pendidikan Anak Usia DIni, 7(1), 511–519.

Gustiani, N., Asmiati, N., & Pratama, T. Y. (2022). Penggunaan Metode Multisensori Dalam Meningkatkan Kemampuan Membaca Permulaan Anak Berkesulitan Belajar Membaca Di Sekolah Dasar. Jurnal Holistika, 6(1), 49. https://doi.org/10.24853/holistika.6.1.49-56

Hanisah, S. (2022). Studi of Early Reading Difficulties of Elementary School Students. 1, 325–333.

Haslinda Haslinda, Musdalifa Musdalifa, & Rezky Aulia Yusuf. (2023). Peningkatan Keterampilan Membaca Permulaan Melalui Media Audio Visual Pada Kelas I UPTD SDN 145 Inpres Pampangan. Fonologi : Jurnal Ilmuan Bahasa Dan Sastra Inggris, 1(4), 42–51. https://doi.org/10.61132/fonologi.v1i4.128

Lestari, Y., Elhefni, & Wibowo, D. R. (2023). ”Analisis Kesulitan Membaca Bagi Anak Berkebutuhan Khusus (Disleksia)”. Auladuna: Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah, 5(1), 76–87. https://ejournal.uas.ac.id/index.php/auladuna/article/view/1397

Mackiewicz, J. (2018). A Mixed-Method Approach. In Writing Center Talk over Time. https://doi.org/10.4324/9780429469237-3

Mardhotillah, P., Habudin, & Juhji. (2026). Enhancing Early Reading Skills Through Syllable Card Media: A Quasi-Experimental Study Among First-Grade Elementary Students in Indonesia. 16(1), 29–41.

Marisa, A. (2024). Metode Suku Kata sebagai Strategi Eskalasi Kemampuan Membaca Permulaan Siswa. 10(1), 67–71.

Mukhlis. (2023). Pengaruh Lingkungan Keluarga Terhadap Perkembangan Anak Usia Dini Di Bidang Literasi. Jurnal Pendidikan Islam Anak Usia Dini, 3(2), 405–415.

Nisa, S. K., Yoenanto, N. H., & Nawangsari, N. A. F. (2023). Hambatan dan Solusi dalam Implementasi Kurikulum Merdeka pada Jenjang Sekolah Dasar: Sebuah Kajian Literatur. Didaktika: Jurnal Kependidikan, 12(3), 287–298.

Nurjanah, S. (2022). Pengaruh Kesadaran Fonemik terhadap Prestasi Belajar Tematik Siswa Kelas Awal. Jurnal Pendidikan Dasar, 9(2), 143–152.

Nurma Pertiwi, I., Sumarno, & Dwi, A. (2019). Pengaruh Model Make A Match Berbantu Media Kartu Bergambar terhadap Kemampuan Membaca dan Menulis. Jurnal Mimbar PGSD Undiksha, 7(3), 261–270.

Oktaviany, V., Rasinus, & Handoyo, I. A. (2025). Peran Game Edukasi dalam Meningkatkan Literasi Membaca pada Anak Sekolah Dasar Venn. Journal Scientific of Mandalika, 6(5), 1422–1430.

Ozaria, R. (2019). KETERLIBATAN ORANG TUA MELALUI PROGRAM SEKOLAH DALAM MENGEMBANGKAN KEMAMPUAN MEMBACA PERMULAAN PADA ANAK DI TK KUSUMA 1 NOLOGATEN. http://digilib.uin-suka.ac.id/id/eprint/34454

Primadita, M. A. (2017). Pengaruh Metode Fonik Terhadap Keterampilan Membaca Permulaan Anak Tunarungu Kelas I di SDLB-B. Jurnal Pendidikan Khusus, 9(3), 1–11.

Putri, O. A. (2022). Jurnal Pendidikan dan Konseling. Jurnal Pendidikan Dan Konseling, 4(20), 1349–1358.

Ramadanti, A., Nizaar, M., Fujiaturrahman, S., Darmurtika, L. A., Rezkillah, I. I., & Ningsih, A. S. P. (2024). Mengintegrasikan Teknologi untuk Meningkatkan Pembelajaran Bahasa Indonesia pada Anak-anak di Daerah Terpencil. Seminar Nasional Paedagoria, 4(1), 118–129.

Rohman, Y. A., Rahman, & Damayanti, V. S. (2022). Analisis Kesulitan Membaca Permulaan pada Siswa Kelas Satu di Sekolah Dasar. 6(3), 5388–5396.

Sari, R. (2020). Implementasi Konsep Zone Of Proximal Development (ZPD) Menurut Vygotsky pada Perkembangan anak Usia dini dalam Tinjauan Pendidikan Islam. Repository.Uinsaizu.Ac.Id, 22125007. https://repository.uinsaizu.ac.id/15534/1/SKRIPSI YUNI ASTITI PDF.pdf

Sari, R. M., Armeriena, D. N., & Rizhardi, R. (2022). Pengaruh Metode Struktural Analitik Sintetik (SAS) terhadap Kemampuan Membaca Permulaan Mata Pelajaran Bahasa Indonesia Siswa Kelas 1 SD. 1, 101–105.

Snow, C. E., Burns, S. M., & Griffin, P. (2022). Preventing reading difficulties in young children: Committee on the Prevention of Reading Difficulties in Young Children. In National Research Council (Vol. 25, Issue 1). www.nap.edu/readingroom/books/prdyc/

Solihin, L. (2020). Darurat Literasi Membaca Di Kelas Awal: Masyarakat Indonesia, 46(1), 34–48. https://doi.org/10.14203/jmi.v46i1.914

Subahan, A., Dista, D. X., & Witarsa, R. (2021). Kajian Literatur Tentang Kebijakan Pendidikan Dasar Di Masa Pandemi Dan Dampaknya Terhadap Pembelajaran. Jurnal Review Pendidikan Dan Pengajaran, 4(1), 1–9. https://doi.org/10.31004/jrpp.v4i1.1662

Tiani, F., Simbolon, M. E., & Hermawati, E. (2023). PENERAPAN METODE FONIK TERHADAP KEMAMPUAN MEMBACA PERMULAAN SISWA. Jurnal Ilmiah Aquinas, 172–178. https://doi.org/10.54367/aquinas.v6i2.2796

Zahira, M., & Andreani, S. (2023). THE PHONEMIC AWARENESS AND READING COMPREHENSION OF THE SECOND. 15(2), 389–412.