Abstract

This study addresses the systematization of phonological awareness intervention programs in the classroom, a key component for reading learning and educational inclusion. Following PRISMA guidelines, 18 programs were analyzed, demonstrating that phonological awareness teaching is feasible and beneficial in school contexts, particularly for students with learning difficulties. This approach promotes early detection and intervention within an inclusive framework, catering to disabled and non-disabled students. The findings emphasize the need for further research to standardize intervention methods and move towards more inclusive educational practices. These insights are crucial for developing pedagogical strategies that effectively integrate phonological awareness, contributing to accessible and equitable education for all students. The significance of this study lies in its potential to guide future educational policies and teaching practices, highlighting the value of phonological awareness as an inclusive and essential tool in the educational process. © 2025 Centro de Estudios de Promoción de la Lectura y Literatura Infantil, Universidad de Castilla-La Manc. All rights reserved.