Abstract

Research studies have revealed relationships between components of language acquisition, including speaking, reading, writing, and making graphic images (drawing). Formal teaching of writing and speaking is more likely to be provided in the curriculum for young children than formal teaching of graphic imagery skills. Providing programs for children that train graphic skills and visual perceptual processes, and verbalization about graphic images, may foster interrelationships that have the potential to promote cognitive development in young children. The purpose of this study was to investigate the effects of graphic image skills training on the graphic image-making skills of children aged between six years and seven years, their verbal fluency skills and their graphic writing skills. A Solomon Four-group quasi-experimental research design was selected for the study. Teachers kept field notes during the course of the treatment and were required to make judgments on the overall level of improvement observed in children. Teachers were interviewed at the conclusion of the study. The results of this study indicate a difference between what teachers perceive as improvement and the results of the quasi-experimental design used in the study. Change scores from pre-test to post-test showed no difference for the three tests used in the study, but teachers reported noticeable improvement in children’s writing and verbalization skills. The tests for validity that are part of the research design, together with qualitative data gathering of teacher judgements in a classroom setting, provide a researcher with tools to clarify and verify research findings.