The effectiveness of vocal-rhythmic stimulation methodology in the development of phonemic awareness in children aged 5-6 years
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Dátum
2025
Názov časopisu
ISSN časopisu
Názov zväzku
Vydavateľ
Cherkas Global University Press : Washington
ISBN
ISSN
2304-9650
2305-6746
2305-6746
Abstrakt
The study presents the results of research aimed at verifying the effectiveness of an original method of vocal-rhythmic stimulation designed to develop phonemic awareness in children at the end of preschool education. Using a quantitative research design without a control group, the results of 22 children in a pre-test and post-test were analyzed using subtests from the D.B. Eľkonin test. The results showed improvement in most of the phonemic abilities assessed, especially in syllable analysis, sound isolation, synthesis, and rhyming. Only two children showed a slight decline in performance. The average results showed slightly better scores for girls, but without statistically significant differences between the sexes, confirming the universality of the methodology. Although the level of children's participation in activities did not show a direct correlation with performance, a positive effect of regular and playful stimulation was demonstrated. The research identified several limitations, including the small sample size, the absence of a control group, and organizational influences that may affect the validity of the results. Nevertheless, the research supports the use of the vocal-rhythmic methodology as an effective tool for developing pre-reading literacy and recommends its verification in a larger, longitudinal study focusing on the long-term impact on children's reading success.
Popis
In: European journal of contemporary education : international bilingual scientific journal. Washington : Cherkas Global University Press, 2025. ISSN 2304-9650. Vol. 14, no. 4 (2025), pp. 469-481.
Kľúčové slová
fonematické uvedomenie, fonematické uvedomovanie, phonemic awareness, metodika vyučovania, metodiky vyučovania, teaching methodology, methodology of teaching, predprimárne vzdelávanie, pre-primary education, stimulácia, stimulation
Výstup z projektu
VEGA 1/0505/24 Detské prekoncepty o fenoménoch čitateľskej gramotnosti
KEGA 001UMB-4/2025 Hry s písmenami v predprimárnom vzdelávaní. Tvorba metodického materiálu s integráciou vzdelávacích oblastí
Citácia
Práva a licenčné podmienky
CC BY-NC-SA Creative Commons Attribution-NonCommercial-ShareAlike 4.0. International
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess