Abstract
Numerous approaches currently exist for providing young children with instruction in sound to symbol matching, each having merit in its own way. Children at risk for failure to learn sound to symbol correspondence as presented through the curriculum need additional support. The goal of the pilot study was to determine whether an abstract independent learning activity is at least as effective as a traditional-based intervention. A pilot study using quasi-experimental design investigated symbol recognition in 24 children aged 3 through 5 years. Children were recruited from two local preschool centers (Montessori and traditional). Data collected targeted identification and matching LMNOBeasts™ prototypes to the five symbolic letters presented each week (set 1 (a, b, s, m, t); set 2 (e, l, f, k, d); and set 3 (i, c, r, h, g)). While the data are limited, the study did find that children could correctly identify 2-D letters within the 3-D typo-zoomorphic prototypes. It was interesting to note that children being instructed in the Montessori Center were able make greater inferences when discussing the 3-D typo-zoomorphic forms. The value of new educational tools must be based on evidence that is grounded in learning theory and design theory in the quest to address problems in literacy.
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Maggio, T., Phillips, K., Madix, C. (2018). LMNOBeasts™: Using Typographically Inspired Toys to Aid Development of Language and Communication Skills in Early Childhood. In: Magalhães, L., Goldstein, J. (eds) Toys and Communication. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-59136-4_6
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DOI: https://doi.org/10.1057/978-1-137-59136-4_6
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