فاعلية برنامج لتنمية مهارات الوعي الفونولوجي البصري وأثره على التعبير اللغوي لدى أطفال الروضة
The target of this research is to measure the effectiveness of a program for the enhancement of the kindergarten children’s visual and phonological awareness skills in Beni Suef governorate and test its impact on their linguistic expression after applying the program. The final sample of the research was composed of 20 children from the second level, ranging their ages between 5-6 years. They were divided into two groups; one of them was experimental and the other was unchangeable. The research depends on the experimental approach of the two equal groups, a number of research tools and statistical methods such as: Stanford Binet scale of intelligence, the modified preschool language scale, translated by abo Hasiba, Ahmed. In addition to this, it also depends on a program for the enhancement of the kindergarten children’s visual and phonological awareness skills: (prepared by the researcher) 0- the evaluation scale for the enhancement of the kindergarten children’s visual and phonological awareness skills: (prepared by the researcher) Mann - Whitney (U) test. That program which was applied during the second semester of the academic year 2017-2018 involved 22 activities, two days per week. Twelve skills and more than ten professional sounds were trained. It lasted for 12 weeks. The most important results of the research were statistically significant at the level of (0.01) on the scale of visual and phonological awareness skills. This is clear in all dimensions of the scale between the children of the two groups: the experimental and the unchangeable groups. It was in favor of the experimental group after applying the program. This ensures the effect of the program with all its activities, methods and tools. It provided various incentives and reinforcements which contributed to increasing the effectiveness of the program in developing the visual and phonological awareness. In addition to this, there was a statistically significant difference at the level of (0.01) on the modified preschool language scale. This is obvious in the total grade between the children of the two groups: the experimental and the unchangeable groups. After the application of the program, it was in favor of the experimental group. This indicates that the program had a great effect in increasing the degree of linguistic expression for the children of the experimental sample after its application. The research recommends the following: 1) the child should be treated with esteem and his personality should be evaluated. Ridicule and sarcasm of his speech and pronunciation should be avoided if he fails in articulating one of the letters or replaced one letter in the place of the other. Otherwise, it would have bad effect on his reluctance to articulate at all. 2) Mistakes in the pronunciation of letters and words should be corrected in the meantime. The child should be continuously reinforced and supported. 3) Concern with trips, entertainment, songs, stories, plays and others should be taken into consideration because it has positive effect on the child’s visual and phonological awareness. (Published abstract)