Abstract:
The study examined the effectiveness of using audio-visual aids in teaching letter sound
identification to KG 2 pupils at the Jema D/A Primary School and the Jema Islamic Primary
School. A total number of 59 pupils and 4 teachers from the two selected schools participated
in the study. Pre-intervention and post intervention tests were conducted to test the
effectiveness of using audio-visual aids in teaching letter sound identification. The research
looked at how to assess the letter sound identification ability of the pupils of the Jema D/A and
Islamic primary schools, and to examine the effectiveness of using audio-visual aids to teach
letter sound identification at the Jema D/A and Islamic primary schools and to explore the Jema
D/A and Islamic primary school teachers’ experiences with using audio-visual aids to teach
letter sound identification. Analysis of the intervention tests clearly indicates that the use of
audio-visual aids in letter sound identification is highly effective. The pre-intervention test
results of the pupils of both schools revealed that the pupils’ ability to identify letter sound was
low. However, after using audio-visual aids, the performance of the pupils in identifying letter
sounds significantly improved. At the Jema D/A Primary School, the use of audio-visual aids
helped increase the highest score in the pre-intervention test from 76% to 100% and the lowest
score from 20% to 64%. Similarly, at the Jema Islamic School, the use of audio-visual aids
helped increase the highest score in the pre-intervention test from 76% to 96% and the lowest
score from 20% to 64%. Therefore, it is highly recommended that to teach letter sound
identification effectively, audio-visual aids should be used always. Audio-visual aids should
be provided to the schools for the teaching of letter sound identification to help children to
blend sounds and read. The teachers should be given training on the use of audio visual aids
so that they can be confident about using them to teach and help the children to acquire and
build their phonemic awareness and other early reading skills.
Keywords: letter sound identification, audio-visual aids, phonemic awareness
Description:
A Dissertation in the Department of Applied Linguistics, Faculty of Foreign
Languages Education and Communication, Submitted To the School Of
Graduate Studies in Partial Fulfilment
Of The Requirements for the Award of the Degree of
Master of Education
(Teaching English as a Second Language)
In The University of Education, Winneba
SEPTEMBER, 2019