Abstract
This paper reports a study that investigated relationships between language and graphic image-making skills. A quasi-experimental research design was used to test hypotheses related to writing, verbalising and graphic image-making skills of young children, and data were gathered from teachers to clarify results. The treatment consisted of graphic skills training activities taught by teachers within their regular classroom program. Results showed that whilst there were no significant differences between pre-test and post-test scores as a result of the treatment program, teachers reported perceptions of change in children’s graphic and verbal skills that they attributed to the impact of the graphic skills training activities.
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