The Influence of Phonological Awareness on the Reading Comprehension Level of Elementary School Children in Surakarta
| Authors | : | |
| DOI | : | https://doi.org/10.64600/vo3-no1-09-16 |
| Issue | : |
Vol. 3 No. 1 (2026): June
Section: Articles |
| Published | : | Jun 29, 2026 |
| Pages | : | 09-16 |
| Keywords | : | PHONOLOGICAL AWARENESS , PRIMARY SCHOOL , READING COMPREHENSION |
Abstract
Background of the Problem: Reading comprehension is a cognitive process that involves extracting meaning from a text. Previous research has shown that children’s reading comprehension skills remain inadequate. Reading comprehension is influenced by many factors, one of which is phonological awareness. Phonological awareness refers to the capacity to recognize, alter, and work with phonemes in spoken language of different complexities. Research Purpose: to determine whether or not there is an influence between phonological awareness and reading comprehension levels among primary school student in Surakarta. Research Method: This study adopted an observational strategy using a cross-sectional design. A purposive sampling technique was applied, based on defined inclusion and exclusion criteria. Research Result: The result of the research showed an influence between the two variables with a Spearman-Rank p = 0.000 and r value = 0.345, that indicating a weak influence between the two variables. The influenced was also calculated using linear regression analysis with the same result. Conclusion: Phonological awareness contributes to improvements in reading comprehension. A one-point increase in phonological awareness is associated with an increase of approximately 0.068 points in reading comprehension.
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