Exploring the Efficacy of Audio-visual Aids in Addressing Literacy Deficit in Early Grade Learners

The rapid growth of technology around the world offers language teachers the ability to incorporate different supplementary aids along with textbooks to teach and improve literacy in Ghanaian early childhood development classrooms. This paper focuses on the impact of audio-visual tools in cultivating language literacy skills in early childhood learners in the English as a Second Language classroom. The study employs the qualitative research approach and action research design. The sample for the study was 55 learners from Ghanaian schools-Lokoe D/A Basic School in the Volta region and Ankaase M/A Basic School in the Central region who fall within the ages of 5-7 years. A purposive sampling technique was used to select the sample. The study uses the Multimedia Learning Theory. The study uses tests, observations and interviews as data collection tools. Descriptive data analysis was used to interpret the data. The results of the study established that audio-visual aids prevent monotonous learning environments, motivate learners, and increase the development of early childhood literacy, which will, in the long run, address and redress any deficit in the child's literacy acquisition. The findings of the research imply that audio-visual aids should be available in every early-grade classroom.