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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 0009-0005-1099-8227), Joanne Cleland (ORCID 0000-0002-0660-1646), Wendy Cohen (ORCID 0000-0002-1271-9229)
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
FullText Text:
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IllustrationInfo
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  Label: Title
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  Data: Phonological Awareness Skills in Thai-Speaking Children: A Scoping Review
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  Data: English
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Ketnipa+Ratanakul%22">Ketnipa Ratanakul</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-1099-8227">0009-0005-1099-8227</externalLink>)<br /><searchLink fieldCode="AR" term="%22Joanne+Cleland%22">Joanne Cleland</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0660-1646">0000-0002-0660-1646</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wendy+Cohen%22">Wendy Cohen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1271-9229">0000-0002-1271-9229</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Language+%26+Communication+Disorders%22"><i>International Journal of Language & Communication Disorders</i></searchLink>. 2025 60(5).
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  Data: 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
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  Data: Y
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  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Thai%22">Thai</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Tone+Languages%22">Tone Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Risk%22">Risk</searchLink><br /><searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Problems%22">Communication Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/1460-6984.70099
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1368-2822<br />1460-6984
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2025
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        Value: 10.1111/1460-6984.70099
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: Phonological Awareness
        Type: general
      – SubjectFull: Thai
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Tone Languages
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      – SubjectFull: Risk
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      – SubjectFull: Emergent Literacy
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      – SubjectFull: Reading Skills
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      – SubjectFull: Learning Disabilities
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      – SubjectFull: Age Differences
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      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Early Childhood Education
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      – TitleFull: Phonological Awareness Skills in Thai-Speaking Children: A Scoping Review
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