The effectiveness of vocal-rhythmic stimulation methodology in the development of phonemic awareness in children aged 5-6 years

Stránka jednoduchej položky
dc.contributor.authorLipnická, Milena
dc.contributor.authorŠebianová, Kristína
dc.date.accessioned2026-03-06T12:14:50Z
dc.date.available2026-03-06T12:14:50Z
dc.date.issued2025
dc.descriptionIn: 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.
dc.description.abstractThe 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.
dc.description.sponsorshipVEGA 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
dc.identifier.doihttps://doi.org/10.13187/ejced.2025.4.469
dc.identifier.issn2304-9650
dc.identifier.issn2305-6746
dc.identifier.urihttps://repo.umb.sk/handle/123456789/1321
dc.language.isoen
dc.publisherCherkas Global University Press : Washington
dc.rightsCC BY-NC-SA Creative Commons Attribution-NonCommercial-ShareAlike 4.0. International
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.subjectfonematické uvedomenie
dc.subjectfonematické uvedomovanie
dc.subjectphonemic awareness
dc.subjectmetodika vyučovania
dc.subjectmetodiky vyučovania
dc.subjectteaching methodology
dc.subjectmethodology of teaching
dc.subjectpredprimárne vzdelávanie
dc.subjectpre-primary education
dc.subjectstimulácia
dc.subjectstimulation
dc.titleThe effectiveness of vocal-rhythmic stimulation methodology in the development of phonemic awareness in children aged 5-6 years
dc.typeArticle
dc.typeinfo:eu-repo/semantics/article

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