Abstract. The study investigated the role of visual information relative to articulatory movements in phonological awareness learning in pre-school children. More precisely, we were interested in identifying the format of visual information presentation (mouth vs face) facilitating the most this type of learning. The standard design pre-test, training, post-test design was used. 105 kindergarten children participated in the study. They were assigned to 3 groups differing in training material: the audio-only (AO), the audio-visual "face" (AVF) and the audio-visual "mouth" (AVM) group. The results show that pupilsÕ phonological awareness skills improved the most in the AVF group, particularly at the level of phonemes. In the other two groups, training had comparable efficiency, with a slight tendency of the AVM training being less effective than the AO one.
|