An investigation of the efficiency of blissymbolics vs. print in symbol learning by nonreading preschool pupils.

This experiment investigated whether a selected list of Blissymbols were easier to learn than corresponding printed words by reading-naive but alphabet-knowledgeable, nonhandicapped, preschool children. Pupils learned either a list of 20 Blissymbols or an identical list of 20 printed words over a period of instructional sessions. The Blissymbol learning group acquired the list significantly faster than did the printed symbol group. Results are discussed in terms of the theoretical assumptions made by Blissymbol proponents and the applicability of using the symbols for handicapped populations. Attributes of Blissymbols that might contribute to their learnability are also discussed.