DEVELOPING SYLLABLE-BASED READING SKILLS IN PRIMARY SCHOOL STUDENTS

This article examines the pedagogical value of syllable-based reading in primary education and presents a methodological framework for developing reading accuracy, fluency, and phonemic awareness among young learners. Grounded in linguistic, psychodidactic, and methodological principles, the study analyzes effective teaching methods for syllable-based reading and evaluates their classroom impact. Using an IMRAD (Introduction, Methods, Results, and Discussion) structure, the article highlights comparative teaching methods, schematic models, and classroom-based practices aimed at strengthening early literacy skills. The findings confirm that systematic syllable-based reading instruction significantly improves students’ reading confidence, decoding accuracy, and overall literacy development.