In this article, a pedagogical technology aimed at improving the process of teaching literacy to preschool-aged children with visual impairments was developed, and its effectiveness was evaluated through experimental pilot-testing. The results of the experiment showed that instructional methods adapted for children with visual impairments produced high outcomes in developing their phonemic awareness, strengthening graphic representations, and increasing independent learning activity. The article presents the findings of an experimental study focused on enhancing the literacy-teaching process for preschool children with visual impairments. The study analyzed the current state of children’s tactile perception, phonemic awareness, graphomotor skills, and the formation of sound–letter relationships, and a new multisensory technology was developed. In the experimental group, children’s learning activity increased significantly through a combination of a tactile-based component, an auditory–phonemic module, and an integrative literacy instruction practice. The results confirmed the effectiveness of the proposed methodology for children with visual impairments, contributing to the development of their compensatory capacities and improving their level of readiness for reading.

Preschool education, children with visual impairments, literacy instruction

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