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Do Pictures make a difference? A test of the hypothesis that performance in tests of phonological awareness is eased by the presence of pictures.

Lookup NU author(s): Emeritus Professor Simon Gibbs

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Abstract

Many educational psychologists now conduct assessments of children’s phonological skills. In the context of an outline of some of the issues relating to memory and phonological awareness, this paper explores an assumption underlying a method of assessing phonological awareness. It was assumed by Maclean, Bryant and Bradley (1987) that the presence of pictures in tests of phonological awareness made the tasks easier. This paper describes how that assumption was directly tested. Children aged 5, 6 and 7 years were given two measures of phonological awareness under two conditions: one with pictures, and one without the presence of pictures. Two measures of their memory were also taken. The results suggest that performance in the tests of phonological awareness may be assisted by the presence of pictures. However, although phonological awareness scores were associated with scores from the measures of memory, the evidence of an effect due to pictures was not significantly associated with either short-term or working memory. Suggestions are offered in conclusion that may assist interested educational psychologists develop more practical assessments of phonological awareness.

Publication metadata

Author(s): Gibbs S

Publication type: Article

Publication status: Published

Journal: Educational Psychology in Practice

Year: 2003

Volume: 19

Issue: 3

Pages: 219-228

Print publication date: 01/01/2003

ISSN (print): 0266-7363

ISSN (electronic): 1469-5839

Publisher: Routledge

URL: http://dx.doi.org/10.1080/0266736032000109474

DOI: 10.1080/0266736032000109474

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