Is a Picture Worth a Thousand Words? Not Necessarily, for the Phonological Awareness of Young Children.
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| Title: | Is a Picture Worth a Thousand Words? Not Necessarily, for the Phonological Awareness of Young Children. |
|---|---|
| Authors: | Belmon, Johanne1,2,3 (AUTHOR) johanne.belmon@univ-orleans.fr, Noyer-Martin, Magali1,2 (AUTHOR) magali.noyer-martin@univ-orleans.fr, Jhean-Larose, Sandra1,4 (AUTHOR) sandra.jhean-larose@univ-orleans.fr |
| Source: | Early Childhood Education Journal. Mar2025, Vol. 53 Issue 3, p917-926. 10p. |
| Subject Terms: | *Cognitive psychology, *Visual aids, *Phonological awareness, French people, Performance in children, Phoneme (Linguistics) |
| Abstract: | Phonological awareness is taught from preschool onwards because of its impact on later reading skills. Numerous assessments and training sessions are available to guide childcare professionals. Most of them offer phonological sessions based on the use of pictures or visual aids. However, only few studies have shown the benefits of using this type of material on the phonological performance of young children and only on a limited number of phonological skills. Therefore, these results cannot be generalized. The aim of the present study was to measure the effects of item modality (i.e., word, word-picture) on phonological skills of children aged 4 to 6 years. To this end, a test covering a wide range of eight phonological skills of increasing difficulty was developed, ranging from epiphonological tasks (i.e., discrimination) to metaphonological tasks (i.e., manipulation). 187 French children divided into two groups (i.e., auditory vs. auditory–visual) took part in the study. The results show no difference between the children's phonological performance in the auditory and auditory–visual conditions. Thus, phonological awareness can be measured and taught using words and word-picture items, the latter having no proven facilitating or disruptive effect. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183077756 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Is a Picture Worth a Thousand Words? Not Necessarily, for the Phonological Awareness of Young Children. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Belmon%2C+Johanne%22">Belmon, Johanne</searchLink><relatesTo>1,2,3</relatesTo> (AUTHOR)<i> johanne.belmon@univ-orleans.fr</i><br /><searchLink fieldCode="AR" term="%22Noyer-Martin%2C+Magali%22">Noyer-Martin, Magali</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> magali.noyer-martin@univ-orleans.fr</i><br /><searchLink fieldCode="AR" term="%22Jhean-Larose%2C+Sandra%22">Jhean-Larose, Sandra</searchLink><relatesTo>1,4</relatesTo> (AUTHOR)<i> sandra.jhean-larose@univ-orleans.fr</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Mar2025, Vol. 53 Issue 3, p917-926. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Cognitive+psychology%22">Cognitive psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Visual+aids%22">Visual aids</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br /><searchLink fieldCode="DE" term="%22French+people%22">French people</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+in+children%22">Performance in children</searchLink><br /><searchLink fieldCode="DE" term="%22Phoneme+%28Linguistics%29%22">Phoneme (Linguistics)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Phonological awareness is taught from preschool onwards because of its impact on later reading skills. Numerous assessments and training sessions are available to guide childcare professionals. Most of them offer phonological sessions based on the use of pictures or visual aids. However, only few studies have shown the benefits of using this type of material on the phonological performance of young children and only on a limited number of phonological skills. Therefore, these results cannot be generalized. The aim of the present study was to measure the effects of item modality (i.e., word, word-picture) on phonological skills of children aged 4 to 6 years. To this end, a test covering a wide range of eight phonological skills of increasing difficulty was developed, ranging from epiphonological tasks (i.e., discrimination) to metaphonological tasks (i.e., manipulation). 187 French children divided into two groups (i.e., auditory vs. auditory–visual) took part in the study. The results show no difference between the children's phonological performance in the auditory and auditory–visual conditions. Thus, phonological awareness can be measured and taught using words and word-picture items, the latter having no proven facilitating or disruptive effect. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183077756 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-024-01637-5 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 917 Subjects: – SubjectFull: Cognitive psychology Type: general – SubjectFull: Visual aids Type: general – SubjectFull: Phonological awareness Type: general – SubjectFull: French people Type: general – SubjectFull: Performance in children Type: general – SubjectFull: Phoneme (Linguistics) Type: general Titles: – TitleFull: Is a Picture Worth a Thousand Words? Not Necessarily, for the Phonological Awareness of Young Children. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Belmon, Johanne – PersonEntity: Name: NameFull: Noyer-Martin, Magali – PersonEntity: Name: NameFull: Jhean-Larose, Sandra IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 53 – Type: issue Value: 3 Titles: – TitleFull: Early Childhood Education Journal Type: main |
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