A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2018; you can also visit the original URL.
The file type is
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 phonologicaldoi:10.17979/reipe.2016.3.2.1903 fatcat:4ytkv433ffehpnz7bsylfubcf4