Abstract
This paper reports a study that investigated relationships between language and
graphic image-making skills. A quasi-experimental research design was used to
test hypotheses related to writing, verbalising and graphic image-making skills
of young children, and data were gathered from teachers to clarify results. The
treatment consisted of graphic skills training activities taught by teachers within
their regular classroom program. Results showed that whilst there were no significant differences between pre-test and post-test scores as a result of the treatment program, teachers reported perceptions of change in children’s graphic and verbal skills that they attributed to the impact of the graphic skills training activities.
graphic image-making skills. A quasi-experimental research design was used to
test hypotheses related to writing, verbalising and graphic image-making skills
of young children, and data were gathered from teachers to clarify results. The
treatment consisted of graphic skills training activities taught by teachers within
their regular classroom program. Results showed that whilst there were no significant differences between pre-test and post-test scores as a result of the treatment program, teachers reported perceptions of change in children’s graphic and verbal skills that they attributed to the impact of the graphic skills training activities.
| Original language | English |
|---|---|
| Pages (from-to) | 308-321 |
| Number of pages | 14 |
| Journal | Australian Journal of Language and Literacy |
| Volume | 34 |
| Issue number | 3 |
| Publication status | Published - 2011 |
