Phonological competence, encompassing the awareness of sounds and their manipulation in spoken language, is a key factor in the early stages of literacy development. In primary school, this competence is foundational for reading and spelling abilities. Teaching pronunciation, which includes the recognition and production of sounds, can significantly affect students' phonological awareness. This article explores the relationship between teaching pronunciation and evaluating primary school students' phonological competence. Through a review of existing literature and the examination of practical teaching approaches, this study highlights how systematic pronunciation instruction can improve phonological skills and offers recommendations for best practices.