עיצוב לוח האלף-בית על קיר הכיתה והגן: תאוריה ומעשה

Hanging alphabet boards in lower grade elementary school classrooms can help to assimilate and internalize letter symbols into memory. Use of these boards is common in lower grade elementary school classrooms and kindergartens. The purpose of this study was to examine the characteristics (criteria) of alphabet boards that teachers should consider in order to provide clear, readable boards that achieve pedagogical goals. The study employed a mixed qualitative and quantitative methodology. The qualitative analysis provided a definition of the readability characteristics of alphabet boards, and a scale for analyzing the readability of these boards. The scale's criteria are based on analyzing 52 photographs of alphabet boards taken during visits at various schools across Israel. The quantitative analysis included estimating the readability level of each alphabet board by means of a survey (n=399), and a correlative statistical analysis of the readability scale results and the survey results. The article provides theoretical and practical recommendations for creating and implementing clear, readable, and effective alphabet boards.