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Drawing on a corpus of 137 articles from the previous 15 years, a critical, systemic multi-phase selection identified 22 studies applying ICT with young learners. Results from the holistic analysis indicate a positive effect, linking phonological awareness directly to literacy development, while highlighting the need for more rigorous research.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/ict-in-the-development-of-phonological-awareness-a-critical-literature-review/601488/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/ict-in-the-development-of-phonological-awareness-a-critical-literature-review/601488.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of this theoretical review?","Question",{"text":112,"@type":113},"The review analyzes how technological resources contribute to developing phonological awareness in preschool children, identifying research trends and future possibilities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the included studies selected?",{"text":117,"@type":113},"From 137 articles published over the last 15 years, a critical and systemic analysis across different phases selected 22 studies where ICT was applied with preschool and first-year primary learners.",{"name":119,"@type":110,"acceptedAnswer":120},"What conclusions are drawn about the effect of ICT?",{"text":121,"@type":113},"The analysis indicates a positive effect of these technologies on phonological awareness and concludes that a direct relationship exists between phonological awareness and literacy development, while calling for more rigorous research.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601488,1792092712,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":46},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","ICT in the development of phonological awareness. A critical li  \nterature review  \nMaría-Esther Martínez-Figueira1~~ ~~,* , Jaime Borda-Valderrama2 , Mónica Montes-Betancourt3 , Janeth Falla-Ortiz4  \n1 University of Vigo, Spain, [esthermf@uvigo.gal](esthermf@uvigo.gal), [http://orcid.org/0000-0001-7923-6267](http://orcid.org/0000-0001-7923-6267)  \n2 Universidad Internacional de Valencia, Spain, [jaimenemesio.borda@professional. universidadviu.com](jaimenemesio.borda@professional. universidadviu.com) , [https://orcid.org/0000-0002-2247-0295](https://orcid.org/0000-0002-2247-0295)  \n3 Universidad de la Sabana, Colombia, [monicamb@unisabana.edu.co](monicamb@unisabana.edu.co), [https://orcid.org/0000-0001-5855-4573](https://orcid.org/0000-0001-5855-4573)  \n4 Universidad Católica Santo Toribio de Mogrovejo, Perú, [jfalla@usat.edu.pe](jfalla@usat.edu.pe), [https://orcid.org/0000-0003-1408-6557](https://orcid.org/0000-0003-1408-6557)  \nABSTRACT  \nThe phonics dimension is essential for early literacy development and is a fundamental aspect of cognitive expansion. For this reason, phonological awareness has become a topic of great importance in education due to its significant impact on the development of reading and writing, basic learning skills. This study offers a theoretical review of a corpus of recent studies that reveal the contribution of technological resources to the development of phonological awareness in pre-school, with the intention of pointing out trends and research possibilities in this field. From a sample of 137 articles published in the last 15 years, and after a critical and systemic analysis carried out in different phases, 22 articles have been selected whose content focuses on pre-school and first year primary school children, in which ICT has been applied. The holistic analysis demonstrates the positive effect of these technologies on the development of phonological awareness. It is concluded that there is a direct relationship between phonological awareness and literacy in pre-school education, as well as the need for more rigorous research to obtain more precise results.  \nKEYWORDS: Phonological awareness; Information and Communication Technologies; Preschool Education; Research methodologies.  \n1 INTRODUCTION  \nThe phonological awareness is a basic pillar for the acquisition of both reading and writing; in this sense, it can be said that it has abidirectional nature (Wise et al. , 2008) . Some researchers argue that phonological awareness is the first of the manifestations of metalinguistic awareness (Sancho, 2014) . Another group of authors argues that, like phonological awareness, metalinguistic awareness is an integral part of the oral language acquisition process and that, therefore, they develop simultaneously (Marshal & Morton, 1978) . After making an exhaustive review of the academic literature related to this topic, it can be observed that phonological awareness does not constitute a homogeneous entity (Jiménez, 2019) . Since the development of this capacity contemplates, according to the perspective of the researchers, different levels of understanding, assimilation, and development, which, in turn, present different degrees of complexity, depending on the linguistic unit that is being observed, studied, and manipulated (Gutiérrez & Diez, 2018) .  \nThe phonological awareness is structured on three levels: (1) syllabic awareness level that refers to the ability to segment a lexical unit into syllables, identify syllables and their position, or manipulate them; (2) the intrasyllabic level implies the ability to fragment the syllable into its elements: the onset and the rhyme; and (3) the phonemic level, which constitutes the most complex level of skills related to phonological awareness, it is related to the ability to recognize the minimum phonic units of language, the phonemes, both vowel and consonant (Gutiérrez & Diez, 2018) . In general terms, this structure has not changed, that is, it contin","cbCainp95sMv0LbC","https://ap.wps.com/l/cbCainp95sMv0LbC","pdf",257117,"English","# Abstract\n# Keywords\n# 1 Introduction\n# 2 Methodology","[{\"question\":\"What is the main focus of this theoretical review?\",\"answer\":\"The review analyzes how technological resources contribute to developing phonological awareness in preschool children, identifying research trends and future possibilities.\"},{\"question\":\"How were the included studies selected?\",\"answer\":\"From 137 articles published over the last 15 years, a critical and systemic analysis across different phases selected 22 studies where ICT was applied with preschool and first-year primary learners.\"},{\"question\":\"What conclusions are drawn about the effect of ICT?\",\"answer\":\"The analysis indicates a positive effect of these technologies on phonological awareness and concludes that a direct relationship exists between phonological awareness and literacy development, while calling for more rigorous research.\"}]","ICT in the Development of Phonological Awareness - A Critical Literature Review | PDF"]