Effects of a voice recognition system on phonological awareness and reading skills in Spanish preschool children

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Published: Nov 30, 2016

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María-Luz Fernández-Amado
San Juan Bosco School (A Coruña- Spain)
Spain
Alejandro Tuñas-García
ALTIA S.L. (A Coruña- Spain)
Spain
Manuel Peralbo-Uzquiano
Faculty of Education. University of A Coruña (A Coruña- Spain)
Spain
María A. Mayor-Cinca
Faculty of Psychology. University of Salamanca (Salamanca- Spain)
Spain
Begoña Zubiauz de Pedro
Faculty of Psychology. University of Salamanca (Salamanca- Spain)
Spain
Manuel García-Fernández
Vol. 3 No. 2 (2016), Articles, pages 131-139
DOI: https://doi.org/10.17979/reipe.2016.3.2.1903
Submitted: Nov 30, 2016 Published: Nov 30, 2016
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Abstract

The main aim of this research is to analyse the effects of a Voice Recognition System (VRS) used for improving phonological awareness and reading skills of preschool children. A quasi-experimental pre/post-test design with non-equivalent control group was used in third year of preschool education. The pupils (n=18) were randomly assigned to an experimental or control group. The experimental group received seven training sessions on the use of VRS. The pre/post-test evaluation of phonological awareness and reading skills was carried out by LolEva, a test in a software format (Peralbo et al., 2015). Our results show a significant improvement in the experimental group in connection with phonemic and syllabic awareness. Improvements were also observed, although not statistically significant, in reading skills.

Keywords:

voice recognition systems, pre-school education, learning to read, phonological awareness

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