Die effek van prentgrootte en prentplasing op geheue van geskrewe woorde by kinders met min of geen voorgeletterdheidsvaardighede

Abstract

The aim of this study was to determine the effect of picture size and placement on memory of written words by children with little or no pre-literacy skills. Forty preschoolers were selected as subjects. The subjects received training with written words using four different stimulus materials, namely words only, words combined with standard size pictures (line drawings), words combined with small pictures (line drawings), and enhanced words (small line drawings superimposed on the orthography). After a training period of four consecutive days, memory of written words was tested by word identification and recognition tasks. The results indicated superior performance for words only and enhanced word conditions, over those in which standard and small pictures were combined with words. These results correlate with those obtained by Blischak & McDaniel, where subjects did have pre-literacy skills. The clinical implication of the results is that recognition and recall of written words can be taught to the individual with little or no pre-literacy skills, but that certain stimulus materials better promote the memory of words.


(South African Journal of Education: 2002 22(1): 40-46)