Phonological awareness is taught from preschool onwards because of its impact on later reading skills. Numerous assessments and training sessions are available to guide childcare professionals. Most of them offer phonological sessions based on the use of pictures or visual aids. However, only few studies have shown the benefits of using this type of material on the phonological performance of young children and only on a limited number of phonological skills. Therefore, these results cannot be generalized. The aim of the present study was to measure the effects of item modality (i.e., word, word-picture) on phonological skills of children aged 4 to 6 years. To this end, a test covering a wide range of eight phonological skills of increasing difficulty was developed, ranging from epiphonological tasks (i.e., discrimination) to metaphonological tasks (i.e., manipulation). 187 French children divided into two groups (i.e., auditory vs. auditory–visual) took part in the study. The results show no difference between the children’s phonological performance in the auditory and auditory–visual conditions. Thus, phonological awareness can be measured and taught using words and word-picture items, the latter having no proven facilitating or disruptive effect.

语音意识从学前班开始就开始教授，因为它对以后的阅读技能有影响。许多评估和培训课程可用于指导儿童保育专业人员。他们中的大多数提供基于图片或视觉教具的语音课程。然而，只有少数研究表明使用此类材料对幼儿的语音表现有好处，而且仅对有限的语音技能有好处。因此，这些结果不能一概而论。本研究的目的是测量项目形态（即单词、词图）对 4 至 6 岁儿童语音技能的影响。为此，开发了一项涵盖广泛的八种难度不断增加的语音技能的测试，范围从表音学任务（即辨别）到形音学任务（即操纵）。 187 名法国儿童参与了这项研究，分为两组（即听觉组和听觉视觉组）。结果显示，儿童在听觉和听觉-视觉条件下的语音表现没有差异。因此，语音意识可以使用单词和单词-图片项目来测量和教授，后者没有被证明的促进或破坏性效果。