Addressing Early Literacy Deficits with Audiovisual Tools

Abstract

The integration of technology presents significant opportunities for enhancing pedagogical practices in global education. This study investigated the specific impact of audio-visual (A-V) tools on literacy development within Ghanaian early childhood education classrooms, where English is taught as a second language. Employing a qualitative action research design framed by Multimedia Learning Theory, this research engaged a purposively selected sample of 55 learners (aged 5–7 years) from two basic schools in Ghana. Data were gathered through tests, structured observations, and interviews, and analyzed using descriptive techniques. The findings established that the strategic use of A-V aids effectively mitigates classroom monotony, heightens learner motivation, and significantly promotes the acquisition of foundational literacy skills. The study concluded that A-V resources are a critical catalyst for literacy development and recommends their systematic incorporation into early-grade classrooms to address deficits and optimize second language acquisition outcomes.