Letter-Sound Knowledge as a Foundational Component of Emergent Literacy and Early Reading Acquisition: A Narrative Review of Recent Evidence (2021–2026)
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Dyslexia Risk,
Emergent Literacy,
Letter Sound Knowledge,
Phonemic Awareness
Main Article Content
Grace Masara
Abstract
Background: Letter-sound knowledge the ability to map spoken phonemes onto their corresponding written graphemes is among the most consistently replicated early predictors of reading acquisition in alphabetic orthographies, with parallel evidence for letter-name knowledge in at least one syllabic orthography (Japanese Hiragana).
Objective: This narrative (non-systematic) review synthesizes peer-reviewed research to examine the theoretical grounding, predictive validity, instructional malleability, and neurodevelopmental correlates of letter-sound knowledge as a core component of emergent literacy.
Methods: The review synthesizes literature published between 2021 and 2026, identified through searches of [databases to be specified] using [search terms to be specified] and screened against stated inclusion and exclusion criteria, resulting in the inclusion of [N] sources. Evidence was compiled across longitudinal, intervention, cross-linguistic, and neuroimaging study designs.
Results: Evidence across the included studies yields three key findings. First, letter-sound knowledge is an early-emerging foundational skill that, together with phonological awareness and rapid automatized naming, serves as one of the strongest predictors of later decoding and word-reading outcomes. Second, instructional approaches that integrate letter-sound correspondence with phonemic awareness are associated with significantly larger gains than oral-only phonological training. Third, the developmental trajectory of letter-sound learning varies according to orthographic transparency, bilingual status, socioeconomic context, and specific access needs, including those of children who use augmentative and alternative communication.
Conclusion: These findings carry important implications for early screening, curriculum sequencing, and instructional dosage, while highlighting priority directions for future research.
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Copyright (c) 2026 Grace Masara
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