The Influence of Phonological Awareness and Rapid Automatized Naming on Early Numeracy

Jemariecris Valle; Osias Kit  Kilag; Grace Villanueva; Floriza Escabas; Hanelyn Macapobre; Hazel Poloyapoy

Authors

Jemariecris Cortes Valle Instructor I, Colegio de Getafe, Poblacion, Getafe, Bohol, Philippines Author https://orcid.org/0000-0003-3045-9069
Osias Kit T. Kilag School Principal, PAU Excellencia Global Academy Foundation, Inc., Toledo City, Cebu, Philippines / Vice-President for Academic Affairs and Research, ECT Excellencia Global Academy Foundation, Inc., Buanoy, Balamban, Cebu, Philippines Author https://orcid.org/0000-0003-0845-3373
Grace B. Villanueva Teacher III, Sangi Elementary School, Department of Education, Division of Toledo City Author https://orcid.org/0009-0000-6706-3485
Floriza P. Escabas Teacher II, North City Central School, Schools Division of Toledo City, Philippines Author https://orcid.org/0009-0000-0469-2698
Hanelyn E. Macapobre Teacher I, Bulongan Elementary School, Department of Education, Division of Toledo City, Philippines Author https://orcid.org/0000-0002-3344-4092
Hazel E. Poloyapoy Child Development Teacher, Magdalena Santa Ana Charitable Foundation, Inc. Toledo City, Philippines Author https://orcid.org/0009-0008-3157-1574

Keywords:

phonological awareness, Rapid Automatized Naming, early numeracy, cognitive development, educational interventions, instructional practices

Abstract

This study investigates the influence of phonological awareness and Rapid Automatized Naming (RAN) on early numeracy development in young children. Through a systematic literature review and meta-analysis, the study examines the interconnected nature of these cognitive processes and their combined impact on the acquisition of early numeracy skills. The findings reveal a positive correlation between phonological awareness and early numeracy, emphasizing the critical role of phonological processing abilities in facilitating numerical understanding and proficiency. Additionally, the study highlights the significant impact of RAN on numerical fluency, underscoring the pivotal role of rapid cognitive processing in promoting efficient numerical reasoning and problem-solving. Furthermore, the analysis elucidates the interactive effects of phonological awareness and RAN on early numeracy, emphasizing the synergistic relationship between these cognitive processes and their combined influence on comprehensive numerical development. The implications for educational interventions and instructional practices underscore the importance of integrated approaches that address the diverse cognitive needs of young learners, emphasizing the value of tailored interventions that foster a holistic understanding of numerical concepts and promote comprehensive mathematical proficiency. This study contributes to a comprehensive understanding of the cognitive foundations underlying early numeracy development and highlights the significance of adopting a multidimensional approach to early numeracy instruction.

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