Aesthetic quality experiences (aqe) as a means of improving reading and writing: A case study

Barbara Pons, Isabel Alvarez

Research output: Contribution to journalArticleResearchpeer-review

2 Citations (Scopus)


This study presents the way in which the creation of aesthetic quality experiences as objects of innovation contributes to improving the reading and writing skills of children between 3 and 5 years old in Catalonia, Spain. The concept of aesthetic quality experiences was developed [1]. These experiences possess certain distinctive features, among which is the fact that they are highly significant for children, and therefore enhance their motivation as they focus on the skill they are learning. The tests employed are based on a qualitative approach whereby, using a specific rubric, they measure the children's' phonological awareness and reading skills. The sample consists of 52 children at the same school. The study presents the results obtained, and shows an improvement both in reading and writing, assuming that learning is mediated through significant Experiences. In conclusion we can state that all the pupils show improvements in several respects, even children with some learning difficulties, which suggests that we should continue to apply aesthetic quality experiences throughout nursery and primary education.

Original languageEnglish
Pages (from-to)5376-5387
Number of pages12
JournalUniversal Journal of Educational Research
Issue number11
Publication statusPublished - Nov 2020


  • Experiences
  • Reading
  • Writing


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