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Extant literature confirms a significant relationship between phonological awareness (PA) and the ability to read. Literature in the field provides stimulating evidence that links reading deficits to deficiency in PA. Although reasons behind reading failure may vary and hint towards different factors, a possible assumption relates reading difficulties to the kind and quality of instructions that teachers deliver inside classrooms. This study is aimed to explore the extent of the readiness ofdoi:10.30958/aje.5-2-5 fatcat:kym42h7ax5hpjnb3yzxmn2b5tm