Effet d'un entrainement audiovisuel informatisé sur la connaissance du nom des lettres

Abstract : Letter knowledge is a powerful pre-school predictor of reading learning (Foulin, 2007). We conducted a study to verify the impact of audiovisual training in letter knowledge on this component and on reading. In this non-randomized intervention study, we formed two groups of children at the end of the last year of nursery school : 11 trained children (letter knowledge < 80%) and 23 untrained children (letter knowledge > 80%). The 3-week training took place 4 times a week, 10 minutes a day and consisted of naming and identifying the 26 letters of the alphabet in lowercase script letters. The children were evaluated in pre-test in May 2018 and in immediate and deferred post-test in June and September 2018 in 26 letter denominations and 11 simple syllables. In the immediate post-test, our main results showed an effect of the training on letter name knowledge and syllable reading and this effect was maintained in the delayed post-test. In the immediate post-test, trained children used an average of 7 more letters and read an average of 4 more syllables than in the pre-test. Untrained children had less progress. The gap between the two groups had therefore narrowed. To validate the specificity of computerized training on the knowledge of letter names, a study could be conducted to compare audiovisual training with traditional training.
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Master Thesis
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Alina Alman. Effet d'un entrainement audiovisuel informatisé sur la connaissance du nom des lettres. Médecine humaine et pathologie. 2019. ⟨dumas-02173583⟩

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