An assessment of phonological processing in Yoruba language among children in Ibadan
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- NGN 5000
Background of the Study
Phonological processing is fundamental to language development and literacy, particularly among children acquiring language skills. In Ibadan, where Yoruba is predominantly spoken, phonological processing encompasses the ability to recognize, manipulate, and recall the sound structures of the language. This process is crucial for reading and writing, yet children in Ibadan may face challenges due to variations in dialect, exposure, and instructional quality (Adeyemi, 2023). Recent studies have shown that effective phonological processing is associated with improved literacy outcomes and overall language proficiency (Balogun, 2024). Neurocognitive research using behavioral assessments and brain imaging techniques has provided insights into the development of phonological skills, revealing that early phonological awareness is predictive of later academic success (Folarin, 2025). This study aims to assess the phonological processing abilities of Yoruba-speaking children in Ibadan by examining their performance in tasks that measure sound discrimination, segmentation, and manipulation. The findings will offer important implications for educational strategies, curriculum development, and interventions designed to support literacy and language development among young learners in culturally rich environments.
Statement of the Problem
Despite the critical role of phonological processing in literacy development, there is limited research on how Yoruba-speaking children in Ibadan acquire and utilize these skills. Existing studies often focus on languages with different phonetic inventories, leaving a gap in understanding the specific challenges and strengths inherent to Yoruba phonology (Adeyemi, 2023). Inconsistent instructional methods and varying levels of exposure to standardized Yoruba further complicate the development of phonological awareness. These gaps in research hinder the formulation of effective educational interventions tailored to the needs of Yoruba-speaking children. Addressing this issue is vital for improving literacy outcomes and ensuring that teaching methods are culturally and linguistically appropriate (Balogun, 2024; Folarin, 2025).
Objectives of the Study:
1. To evaluate the phonological processing abilities of Yoruba-speaking children in Ibadan.
2. To identify factors that influence phonological awareness and literacy development.
3. To propose instructional strategies that enhance phonological processing skills.
Research Questions:
1. What are the key phonological processing skills among Yoruba-speaking children in Ibadan?
2. How do instructional methods impact these skills?
3. What interventions can improve phonological awareness in this population?
Significance of the Study :
This study is significant as it investigates the phonological processing abilities of Yoruba-speaking children, providing insights that can enhance literacy instruction and educational outcomes. The research will inform educators and policymakers about effective strategies to support language development and literacy among young learners in Ibadan, thereby contributing to improved academic performance and cultural preservation (Adeyemi, 2023; Balogun, 2024).
Scope and Limitations of the Study:
This study is limited to assessing phonological processing in Yoruba language among children in Ibadan, focusing on behavioral assessments and educational interventions without extending to other age groups or languages.
Definitions of Terms:
• Phonological Processing: The cognitive ability to recognize and manipulate the sound structures of language.
• Literacy Development: The process by which children acquire reading and writing skills.
• Yoruba: A language spoken predominantly in southwestern Nigeria.
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